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dc.contributor.authorSung, Yao-Tingen_US
dc.contributor.authorHuang, Jung-Shengen_US
dc.contributor.authorSu, Yi-Fenen_US
dc.contributor.authorChang, Kuo-Enen_US
dc.description.abstractTeachers in classroom situations usually have difficulty becoming familiar with and preparing for multiple strategies for reading instruction. Computer technology may be a potential approach to help overcome the difficulty of strategy instruction. However, most of the studies on computer-assisted reading deal with reading issues on more fundamental levels rather than higher-level text comprehension. In this study, the ASOIM (attention-selection-organization-integration-monitoring) model of text comprehension was used as a foundation to design a multi-strategy based Computer Assisted Strategies Teaching and Learning Environment (CASTLE), aiming to enhance the learner's strategy-application and text comprehension abilities. The application effects of CASTLE were empirically evaluated. 130 sixth-graders took part in an 11-week of system evaluation experiment. The results show that CASTLE helps enhance the strategy-application and text comprehension abilities of elementary students.en_US
dc.relationIn D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 2512-2513). Chesapeake, VA: AACE.en_US
dc.titleThe design and application of a computer assisted reading comprehension system with multiple strategiesen_US
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