Please use this identifier to cite or link to this item:
Studies on Elementary Students’ Online Reading Behaviors and Reading Performance
The purpose of this study was using 3-way ANOVA which are "Reading Abilities", "Reading Goals" and "Text Types “methods and integrate with eye movement studies and retrospective think aloud to understand and investigate online reading behaviors and reading performances for the elementary school students. The objects for this study were 100 of fifth grade students. They were sifting 26 students out in higher reading ability group with 24 students in lower reading ability group. Before the experiment, all students had to take online reading comprehension test and computer-based ability test; during the experimental processing stage, the students needed to do the online reading test; after experiment, the students needed to do retrospective think aloud and fill out the online reading comprehension search behavior questionnaire. The results of this study are as follows: (1) The students in different reading abilities, there are significant differences in diagram (non-objective linear text)of fixation duration and topic sentences (lower reading ability) of percentage of total fixation duration. (2) In different reading goals, there are significant differences in organizational strategy, auxiliary strategy, topic sentences (lower reading ability) of percentage of total fixation duration and integration strategy (linear text). (3) In different text types, there were significant differences in paragraphs, topic sentences of percentage of total fixation duration and integration strategy. (4) While the elementary school students were doing online reading, they rarely use the search engine or can’t decide the keywords to assist in reading. (5) There were high proportion of students were having difficulty to understand in different pages and hard to make decisions to decide the next website to browse , and there were more than 30% of them got stray from internet.
|Appears in Collections:||學位論文|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.