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Online reading comprehension strategies among general and special education elementary and middle school students.

机译：普通和特殊教育中小学生的在线阅读理解策略。

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摘要

According to government reports, new Internet technologies present readers with new reading opportunities and challenges (National Institute of Child Health and Human Development, 2000; RAND Reading Study Group [RRSG], 2002). However, we are just beginning to understand the specific complexities that Internet text imposes on the reading comprehension process (Coiro, 2003; Leu, Kinzer, Coiro & Cammack, 2004), and we know even less about what these complexities mean for particular student populations who are reading texts in a variety of online environments. The present study purposefully targeted the online reading strategies of upper-elementary and middle school students with and without learning disabilities (LD), in the U.S. and in Taiwan, as they read expository text. Several aspects of the comprehension process were studied, including: (1) Internet navigation strategies and behaviors, (2) students' sensitivity to the organizational structure of hypertexts, (3) online search strategies, and (4) online reading strategies. Data collection involved surveys, structured metacognitive interviews, observations, reading comprehension activities, and online search tasks that were administered to 119 American and Taiwanese students in the fifth and sixth grades.;The results suggested that the fifth- and sixth-grade students in this study (1) had opportunities to use computers and use the Internet, but they were not taught sufficient online reading and search strategies; (2) were easily disorientated by the non-linear nature and unfamiliar structure of online texts, especially when Websites or Web pages lacked appropriate tabs or organizational cues for informational passages; (3) did not employ recommended online search strategies; and (4) had weak before-reading strategies, and had difficulty distinguishing before- and during-reading strategies, although their after-reading strategies were often advanced. The study findings suggested that: (1) students needed to be taught necessary online reading and search strategies, and (2) educators and instructional Website designers needed to be mindful of the characteristics of non-linear and unclearly structured text when designing Websites and hypermedia for upper-elementary and middle school students.
机译：根据政府报告，新的互联网技术为读者带来了新的阅读机会和挑战（国家儿童健康与人类发展研究所，2000；兰德阅读研究组[RRSG]，2002）。但是，我们才刚刚开始理解互联网文本对阅读理解过程的具体复杂性（Coiro，2003； Leu，Kinzer，Coiro＆Cammack，2004），而我们对这些复杂性对特定学生群体的意义的了解甚至更少。在各种在线环境中阅读文本的人。本研究有针对性地针对美国和台湾有和没有学习障碍（LD）的高中和中学生在阅读说明文字时的在线阅读策略。研究了理解过程的几个方面，包括：（1）互联网导航策略和行为，（2）学生对超文本组织结构的敏感性，（3）在线搜索策略，（4）在线阅读策略。数据收集涉及对119位五年级和六年级的美国和台湾学生进行的调查，结构化的元认知访谈，观察，阅读理解活动和在线搜索任务;结果表明，该年级的五年级和六年级学生研究（1）有使用计算机和互联网的机会，但没有教给他们足够的在线阅读和搜索策略； （2）容易被在线文本的非线性性质和不熟悉的结构所迷惑，特别是当网站或网页缺少适当的选项卡或组织线索来进行信息传递时； （3）没有采用推荐的在线搜索策略； （4）阅读前策略较弱，并且难以区分阅读前和阅读中策略，尽管他们的阅读后策略通常很先进。研究结果表明：（1）需要向学生讲授必要的在线阅读和搜索策略，（2）教育者和指导性网站设计师需要在设计网站和超媒体时注意非线性和结构不清晰的文本的特征。适用于高中和中学生。

著录项

  • 作者

    Chen, Hsin-Yuan.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education Middle School.;Education Reading.;Education Technology of.;Education Special.;Education Elementary.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 181 p.
  • 总页数 181
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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