| Summary: | 碩士 === 國立政治大學 === 幼兒教育所 === 96 === This study has two parts: one is to research the impact of coherence between text and animation on children’s reading. The other is to analyze the effect of ages on children’s reading comprehention while they read electronic story books.
The research adopted one of a series of Living-books, called Little Monster At School. 30 aged 4 and 60 aged 5 children from public and private kindergartens of Taipei city and County participated in the study. There were 2 tasks. Tesk one was coherent text for experimental group. Task 2 was incoherent text for control group. The content of the two tasks was the same.
After reading the electronic book, all children took memory test and comprehension test which was devided into 2 sub-score: fact comprehension and inference comprehension.
Results are:
1. Memory test’s scores of experimental group is obviously higher than that of control group.
2. Reading comprehension scores of experimental group is also higher than that of control group.
3. Memory test’s scores of age 5 children is higher than age 4 children.
4. Age 5 children get higher total reading comprehension scores than age 4 children. Furthermore, they get higher score on fact questions. Scores of inference questions however, do not show age difference.
5. Memory and story reading comprehension scores have positive correlation. It reveals that children reading coherent animation and text have higher memory scores and higher comprehension scores. On the other hand, children who had the incoherent text had poor scores of both.
Based on the results, researcher provides suggestions for teachers, parents and book publisher.
Key words: reading comprehension, animation of electronic storybooks, coherence of text, kindergarten children.
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