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The Implementation and Application of a Multi-Strategies Based Reading Comprehension System (III)
Strategies Teaching and Learning
Environment, CASTLE) ，第二年
用。測驗年刊, 46, 22-38），另一篇論
of Experimental Education 審查
94 年底與CASTLE 進行整合，並
Text-comprehension is one of the most important skills related to information acquiring. The deficiency of comprehending skill exerts wide and deep influences on learning. Consequently, investigating the causes and the intervention-methods for text comprehension difficulty is worthy of serious consideration. Owing to the importance of reading strategy instruction, the emergent needs of web-based reading instruction, and the deficiency of computer supported reading systems in Taiwan, this project aims to implement a multi-strategy based reading comprehension system and empirically evaluate its application effects. The researchers are currently implementing a multi-strategy based reading comprehension system. The first objective of this project is to empirically evaluate the effectiveness and the interface-friendliness of this system through five- to seven graders with normal reading capability. Previous researches indicated that students with reading difficulties not only suffered from their disability of using cognitive strategies, but also from their lower motivation and self efficacy. Thus, the second objective of this project is to expand the system-imbedded cognitive strategies to affective strategies, derived from self-regulated learning, such as progress feedback, positive attribution, and efficacy enhancement. The third objective of this project is to integrate the refined system with other systems implemented by the Main Project. The student text comprehension evaluating mechanisms (Project No.5) and thepersonalized web-book editing system (Project No. 1) will be integrated with our strategy instruction system to form an adaptive instruction environment for reading. This projected is to be completed in three years. Each objective mentioned above will be fulfilled in one year. We believe that the completion of this project will be beneficial to the practices of student learning and teacher instruction, as well as theoretical innovation in the fields of reading comprehension, adaptive instruction, and computer assisted learning.
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