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A MODULE ON THE USE OF AN ORIGINAL ELECTRONIC STORYBOOK AS SUPPORT FOR READING COMPREHENSION

A MODULE ON THE USE OF AN ORIGINAL ELECTRONIC STORYBOOK AS SUPPORT FOR READING COMPREHENSION. By: Amity Kathleen Tan Ateneo de Manila University. Background of the Paper. Reading comprehension: a dynamic process active readers use information from the text and prior knowledge

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A MODULE ON THE USE OF AN ORIGINAL ELECTRONIC STORYBOOK AS SUPPORT FOR READING COMPREHENSION

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  1. A MODULE ON THE USE OF AN ORIGINAL ELECTRONIC STORYBOOK AS SUPPORT FOR READING COMPREHENSION By: Amity Kathleen Tan Ateneo de Manila University

  2. Background of the Paper • Reading comprehension: • a dynamic process • active readers use information from the text and prior knowledge • “to build and maintain a coherent representation of meaning” -- Goldman & Rakestraw, 2000.

  3. Background of the Paper • Blachowicz and Ogle (2001) : • “Our society will need young people who can identify problems, ask appropriate questions, locate resources and information, and formulate and test solutions to the problems.”

  4. Background of the Paper • Reading comprehension is a skill that students need for today and tomorrow’s society. • Educators must find ways on how to facilitate the learning of reading comprehension • Promise of information communication technologies in the classroom • Electronic talking books

  5. Objectives • Create and develop an original electronic storybook to support reading comprehension • Using Macromedia Director • Saved in CD-ROM format • Module to teach this • Take note of students’ comprehension and attitudes

  6. Objectives • For the use of Grades 3-4 students • In a private school for boys • Design of electronic book based on: • Simple View of Reading • Cognitive Theory of Multimedia Learning • Existing research on talking book software

  7. Review of Related Literature • Simple View of Reading • Gough & Tunmer (1986) • Hoover & Gough (1990) • Reading comprehension is the product of decoding and linguistic comprehension

  8. Review of Related Literature • Cognitive Theory of Multimedia Learning • Mayer (2001) • 3 assumptions • Active Processing assumption: • active learning : • select relevant information • organize this into mental representations • integrate this with existing information

  9. Review of Related Literature • Multimedia instruction • must facilitate the selection, organization and integration of new information with existing knowledge • Design of instructional materials must be based on how humans learn from multimedia

  10. Review of Related Literature • CD-ROM Talking Books • “interactive, digital versions of stories that employ multimedia features such as animation, music, sound effects, highlighted text, and modeled fluent reading” – Labbo 2000 • Use of electronic books showed promising results on reading comprehension

  11. Target Learners • Technology-centered • 75% of students’ time spent on TV, movies, videogames, radio, computer, cellular phones • 90% of students have access to Internet at home • Open to educational uses of technology

  12. Features of Electronic Book • Animation • colored drawings, moving characters • Narration • Help Page • Vocabulary and Comprehension Skills • through pop-ups within the story • through a comprehension test

  13. Overview of Scripting • Story and drills by the researcher • Collaboration with software designer Mr. Galvin Ngo • Macromedia Director • lay-out and coloring • Illustrations by Mr. Alwin Macalalad • Voices by Jonjee Sumpaico, S.J., Aaron Ong, and the researcher

  14. Pilot Testing • Conducted at a private grade school for boys last October • at the computer laboratory • Students read the story, then answered the comprehension test • using headphones to access narration • Program scored the test • with answer key

  15. Pilot Testing • Results for 34 students:

  16. Pilot Testing

  17. Pilot Testing

  18. Pilot Testing • Survey Results • Vocabulary words, challenge pages, animation, still pictures, story • Concentration and attitude • Favorable reviews for electronic book • Instructor showed hesitance in using it • Suggestions • scoring, drawings • module design: class size, control, time

  19. Recommendations • Successful use of the electronic book as support for reading comprehension • Favorable attitude towards future use of electronic books • Involvement of educators in design and implementation of ITCs • Design based on cognitive theory of multimedia learning

  20. Recommendations • Training and support • Further research on effects of electronic books on reading comprehension and motivation • Lifelong independent learners at ease with both paper and electronic media

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