| Summary: | 碩士 === 國立交通大學 === 教育研究所 === 99 === The purposes of this study were two folds. First was to design three reading strategies to help school children reading science expository texts online with the supports of an annotation system. The so-called “iRuns” strategies were proposed based on SOI model of knowledge construction from Reading expository text (Mayer, 1996) to include “underline” (selecting main ideas), “annotation for connection” (organizing important ideas) and “summary” (integrating multiple concepts). Then a field study was conducted to explore whether elementary students could efficiently adopt iRuns strategies and gain comprehension on reading online scientific expository texts about earth science topics, i.e. earthquake, volcano and El Niño. The author attempted to explore the relations between reading strategies and text comprehension and to compare differences of reading strategies efficiencies and comprehension between high and low reading ability students.
A total of 55 5th and 6th graders from an elementary school in Hsinchu participated in the present study. Students read online expository texts with scientific topics (each topic contained a main article and one to three extended articles). At the same time, they received iRuns strategy instruction (underlying, annotation, and summary). This study also evaluated the students’ text comprehension performance by “Earth Science Comprehension Test” and scoring reading strategies efficiencies. The major findings of this study are summarized as follows.
1. The iRuns reading strategy efficiencies decreased slightly across three time points and high reading ability students’ three strategy efficiencies were always better than those of the low ones. However, the gap between the two groups was gradually closer through the series of instruction. Those who initially were better in underlying excelled than the initially poor ones all the way through the learning process but the discrepancy was getting closer.
2. The Earth scientific comprehension performance was influenced by the difficulty and familiarity of reading materials.
3. Low reading ability students’ reading strategy efficiencies correlated with the reading comprehension performance significantly (especially the annotating and summarizing strategies were both significant) but it didn’t hold for high reading ability students. It indicated that low reading ability students benefited more from the iRuns strategy instruction in comparison with the high reading ability students.
4. The quality of annotating strategy was affected by using different types of annotating (typing/copy-pasting). The result suggested that typing could improve the efficiency of annotation and copy-pasting could benefit students in choosing highly correlative main ideas across texts.
According to the findings of this study, suggestions for teachers, parents and researchers in the future were proposed.
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