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Year 2014, Volume: 1 Issue: 1, 9 - 20, 31.01.2014

Abstract

References

  • Andreassen, R., & Braten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21(4), 520-537.
  • Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2(2), 131-156.
  • Brown, A., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88, 18-37.
  • Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley.
  • Chen, H. Y. (2009). Online reading comprehension strategies among general and special education elementary and middle school students. Retrieved from ERIC database. (ED506429)
  • Chen, M., Ferdig, R., & Wood, A. (2003). Understanding technology-enhanced storybooks and their roles in teaching and learning: An investigation of electronic storybooks in education. Journal of Literacy and Technology,3(1). Retrieved February 5, 2012, from http://www.literacyandtechnology.org/volume3/chenferdig wood.pdf
  • Cotterall, S. (1990). Developing reading strategies through small group interaction. RELC Journal, 21(2), 55-59.
  • Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow, England: Longman.
  • De Jong, M., & Bus, A. (2003). How well suited are electronic books to supporting literacy? Journal of Early Childhood Literacy, 3(2), 147-164.
  • Deng, P. Y. (2009). The effects of reading strategy instruction integrated with English electronic storybooks on Chinese EFL sixth graders’ reading comprehension. Master’s thesis, National Changhua University of Education, Taiwan.
  • Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: research on reading comprehension instruction. Review of Educational Research, 61, 239-264.
  • Easterling-Adams, B. (2009). Second language (L2) reading strategy instruction: Its effects on comprehension and word inferences ability. Retrieved from ERIC database. (ED506763)
  • Ellis, G., & Brewster, J. (1991). The storytelling handbook for primary teachers. London: Pengiun.
  • Ertem, I. (2010). The effect of electronic storybooks on struggling fourth-graders' reading comprehension. Turkish Online Journal of Educational Technology - TOJET, 9(4), 140-155.
  • Ferdig, R.E. (2005). Towards implementing technologies in education: Exploring the pedagogy and people of
  • good innovations. The Turkish Online Journal of Educational Technology, 4 (2), 35-43.
  • Green, N. M., & Oxford. R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261 – 297.
  • Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367-383.
  • Guthrie, J. T., WigŞeld, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H.,et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 403-423.
  • Houtveen, A. M., & van de Grift, W. M. (2007). Effects of metacognitive strategy instruction and instruction time on reading comprehension. School Effectiveness And School Improvement, 18(2), 173-190. Technology, Taiwan.
  • Hsiao, C. C. (2011). Reading strategy instruction on junior high school students’ reading proficiency. Master’s thesis, National Chung Cheng University, Taiwan.
  • Karami, H. (2008). Reading strategies: What are they? Retrieved from ERIC database. (ED502937)
  • Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 55(1), 24-31.
  • Korat, O., & Shamir. A. (2008). The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups. Computers & Education, 50(1), 110-124
  • Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
  • Lau, K. L. (2006). Implementing strategy instruction in Chinese language classes: A school-based Chinese reading strategy instruction programme. Educational Research, 48(2), 195-209.
  • Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. The Reading Teacher, 58(5), 446-454.
  • Lim, S. E. (2009). Teaching reading strategies in an EFL high school reading classroom. Issues in EFL, 7 (2), 1- 28. Retrieved July 9, 2012, from http://tesol.sookmyung.ac.kr/ma/thesis/ma_issues.php
  • Lin, C. C. (2010). "E-Book Flood" for changing EFL learners' reading attitudes. Retrieved from ERIC database. (ED514805)
  • Luo (2009). Reading strategies instruction as a remedial program for EFL elementary school students. Master’s thesis, Taipei University of Education, Taiwan.
  • McKenna, M. C., Reinking, D., Labbo, L. D., & Kieffer, R. D. (1999). The Electronic Transformation of Literacy and Its Implications for the Struggling Reader. Reading and Writing Quarterly: Overcoming Learning Difficulties, 15(2), 111-126.
  • National Accessible Reading Assessment Projects (2006). Defining reading proficiency for accessible large- scale assessments: Some guiding principles and issues. National Accessible Reading Assessment Projects.
  • National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implication for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
  • Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
  • Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research, Vol. II (pp. 609-640). New York: Longman.
  • Park, H., & Kim, D. (2011). Reading-strategy use by English as a second language learners in online reading tasks. Computers & Education, 57(3), 2156-2166.
  • Pesa, N., & Somers, S. (2007). Improving reading comprehension through application and transfer of reading strategies. Retrieved from ERIC database.(ED496540)
  • Pressley, M., Goodchild, F., Fleet, J., Zajchowski, R., & Evans, E. D. (1989). The challenges of classroom strategy instruction. The Elementary School Journal, 89, 301-342.
  • Saricoban, A. (2002). Reading strategies of successful readers through the three phase approach. The Reading Matrix, 2(3). Retrieved January 24, 2012, from http://www.readingmatrix.com/archieves.html
  • Song, M. (1998). Teaching reading strategies in an ongoing EFL university reading classroom. Asian Journal of English Language Teaching, 8, 41-54. Retrieved July 9, 2012, from http://www.cuhk.edu.hk/ajelt/vol8/art3.htm
  • Sporer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272-286.
  • Texas Education Agency, A. n. (2000). Comprehension instruction. 2000 Edition. Texas Reading Initiative.
  • Yang, Y. (2010). Developing a reciprocal teaching/learning system for college remedial reading instruction.
  • Computers & Education, 55(3), 55(3), 119.

The Effects of Reading Strategy Instruction via Electronic Storybooks on EFL Young Readers’ Reading Performance

Year 2014, Volume: 1 Issue: 1, 9 - 20, 31.01.2014

Abstract

The prevalence of web-based applications and the use of multimedia in school make learning and teaching through the Internet a popular method in education (Ferdig, 2005). To keep in line with the trend, the purpose of the study was to explore the effects of reading strategy instruction via electronic storybooks on EFL elementary school students’ reading comprehension, their strategy use and their viewpoints toward electronic storybooks-based reading strategy instruction. Fifty-seven Taiwanese EFL fourth graders from two intact classes were chosen, and assigned as an experimental group and a control group. The experimental group received a ten-week reading strategy instruction whereas the control group did not engage in any strategy training. The experimental group were taught seven reading strategies, which were practiced in small groups. The instruments included one STYLE proficiency test, five reading comprehension tests, and questionnaires of strategy use and an attitude questionnaire toward e-books based reading strategy instruction. Results indicated that after reading strategy instruction, the experimental group performed better than the control group in story comprehension, but without significance. However, they significantly outperformed the control group in strategy use. Also, the experimental group had positive attitude toward e-books based reading strategy instruction. Pedagogical implications were provided.

 
 
 
 
 
 
 

References

  • Andreassen, R., & Braten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21(4), 520-537.
  • Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2(2), 131-156.
  • Brown, A., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88, 18-37.
  • Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley.
  • Chen, H. Y. (2009). Online reading comprehension strategies among general and special education elementary and middle school students. Retrieved from ERIC database. (ED506429)
  • Chen, M., Ferdig, R., & Wood, A. (2003). Understanding technology-enhanced storybooks and their roles in teaching and learning: An investigation of electronic storybooks in education. Journal of Literacy and Technology,3(1). Retrieved February 5, 2012, from http://www.literacyandtechnology.org/volume3/chenferdig wood.pdf
  • Cotterall, S. (1990). Developing reading strategies through small group interaction. RELC Journal, 21(2), 55-59.
  • Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow, England: Longman.
  • De Jong, M., & Bus, A. (2003). How well suited are electronic books to supporting literacy? Journal of Early Childhood Literacy, 3(2), 147-164.
  • Deng, P. Y. (2009). The effects of reading strategy instruction integrated with English electronic storybooks on Chinese EFL sixth graders’ reading comprehension. Master’s thesis, National Changhua University of Education, Taiwan.
  • Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: research on reading comprehension instruction. Review of Educational Research, 61, 239-264.
  • Easterling-Adams, B. (2009). Second language (L2) reading strategy instruction: Its effects on comprehension and word inferences ability. Retrieved from ERIC database. (ED506763)
  • Ellis, G., & Brewster, J. (1991). The storytelling handbook for primary teachers. London: Pengiun.
  • Ertem, I. (2010). The effect of electronic storybooks on struggling fourth-graders' reading comprehension. Turkish Online Journal of Educational Technology - TOJET, 9(4), 140-155.
  • Ferdig, R.E. (2005). Towards implementing technologies in education: Exploring the pedagogy and people of
  • good innovations. The Turkish Online Journal of Educational Technology, 4 (2), 35-43.
  • Green, N. M., & Oxford. R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261 – 297.
  • Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367-383.
  • Guthrie, J. T., WigŞeld, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H.,et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 403-423.
  • Houtveen, A. M., & van de Grift, W. M. (2007). Effects of metacognitive strategy instruction and instruction time on reading comprehension. School Effectiveness And School Improvement, 18(2), 173-190. Technology, Taiwan.
  • Hsiao, C. C. (2011). Reading strategy instruction on junior high school students’ reading proficiency. Master’s thesis, National Chung Cheng University, Taiwan.
  • Karami, H. (2008). Reading strategies: What are they? Retrieved from ERIC database. (ED502937)
  • Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education, 55(1), 24-31.
  • Korat, O., & Shamir. A. (2008). The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups. Computers & Education, 50(1), 110-124
  • Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
  • Lau, K. L. (2006). Implementing strategy instruction in Chinese language classes: A school-based Chinese reading strategy instruction programme. Educational Research, 48(2), 195-209.
  • Lefever-Davis, S., & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. The Reading Teacher, 58(5), 446-454.
  • Lim, S. E. (2009). Teaching reading strategies in an EFL high school reading classroom. Issues in EFL, 7 (2), 1- 28. Retrieved July 9, 2012, from http://tesol.sookmyung.ac.kr/ma/thesis/ma_issues.php
  • Lin, C. C. (2010). "E-Book Flood" for changing EFL learners' reading attitudes. Retrieved from ERIC database. (ED514805)
  • Luo (2009). Reading strategies instruction as a remedial program for EFL elementary school students. Master’s thesis, Taipei University of Education, Taiwan.
  • McKenna, M. C., Reinking, D., Labbo, L. D., & Kieffer, R. D. (1999). The Electronic Transformation of Literacy and Its Implications for the Struggling Reader. Reading and Writing Quarterly: Overcoming Learning Difficulties, 15(2), 111-126.
  • National Accessible Reading Assessment Projects (2006). Defining reading proficiency for accessible large- scale assessments: Some guiding principles and issues. National Accessible Reading Assessment Projects.
  • National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implication for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
  • Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
  • Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research, Vol. II (pp. 609-640). New York: Longman.
  • Park, H., & Kim, D. (2011). Reading-strategy use by English as a second language learners in online reading tasks. Computers & Education, 57(3), 2156-2166.
  • Pesa, N., & Somers, S. (2007). Improving reading comprehension through application and transfer of reading strategies. Retrieved from ERIC database.(ED496540)
  • Pressley, M., Goodchild, F., Fleet, J., Zajchowski, R., & Evans, E. D. (1989). The challenges of classroom strategy instruction. The Elementary School Journal, 89, 301-342.
  • Saricoban, A. (2002). Reading strategies of successful readers through the three phase approach. The Reading Matrix, 2(3). Retrieved January 24, 2012, from http://www.readingmatrix.com/archieves.html
  • Song, M. (1998). Teaching reading strategies in an ongoing EFL university reading classroom. Asian Journal of English Language Teaching, 8, 41-54. Retrieved July 9, 2012, from http://www.cuhk.edu.hk/ajelt/vol8/art3.htm
  • Sporer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272-286.
  • Texas Education Agency, A. n. (2000). Comprehension instruction. 2000 Edition. Texas Reading Initiative.
  • Yang, Y. (2010). Developing a reciprocal teaching/learning system for college remedial reading instruction.
  • Computers & Education, 55(3), 55(3), 119.
There are 44 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Fu Yu-ju This is me

Chen Shu-hui This is me

Wey Shyh-chyi This is me

Chen Shu-chu This is me

Publication Date January 31, 2014
Published in Issue Year 2014 Volume: 1 Issue: 1

Cite

APA Yu-ju, F., Shu-hui, C., Shyh-chyi, W., Shu-chu, C. (2014). The Effects of Reading Strategy Instruction via Electronic Storybooks on EFL Young Readers’ Reading Performance. International Journal of Contemporary Educational Research, 1(1), 9-20.

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