Pictures Engaged Teaching Method for Elementary Level Reading Comprehension and Motivation Enhancement

• Main Authors: I-ChenWang, 王藝蓁
• Other Authors: Min-Yuan Ma
• Format: Others
• Language: en_US
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/9f8cge

博士 === 國立成功大學 === 工業設計學系 === 105 === Reading is a key means for spreading and sustaining knowledge, and is the basis of most learning. It is through reading that individuals can absorb required knowledge to intellectually enrich themselves. However, most existing reading instruction fails to teach proper reading strategies, so students not only are unable to perform systematic content analysis and identify key concepts, but also have lower reading motivation. To fix this problem, the author of this study has designed and employed a teaching method and instructional interface for elementary school students to enhance their reading comprehension abilities and motivation. Thus, the author developed a Reading based model of learning to increase elementary school students’ reading motivation and comprehension. The Reading based model of learning focuses on a learning method that highlights symbolic representation supplemented by iconic representation—Provided visualization pedagogy (PVP) or Learner-generated visualization pedagogy (L-GVP), integrating Scenario and CAI. Following the theory of the Reading based model of learning, the author planned Image-selecting system, Element-selecting system, and Traditional book-based teaching materials to train students to analyze an article and then generate pictures based on their understanding. Moreover, by means of drills in the lesson tasks, students can achieve the goal of increasing their reading comprehension and motivation. 120 native Chinese speaking Taiwanese fourth grade elementary schools students participated in this study. The pre-test was conducted to gauge their reading comprehension abilities (Chinese reading comprehension test; CRCT) and motivation (Motivation for Reading Questionnaire; MRQ), with the results used to divide the participants into the Image-selecting group, Element-selecting group, and Control group (I-SG, E-SG, and CG, respectively). One-way ANOVA confirmed the initial ability and motivation of the three groups to be equivalent. During a 13-week teaching experiment, the I-SG received instruction using an image-selecting system, the E-SG took reading course using an element-selecting system, and the CG followed the traditional picture-assisted book-based learning. In the first and fourth weeks after completing the reading course, the participants took a post-test and delayed post-test, respectively. The experiment outcomes of the exams and questionnaires, as well as the frequencies, duration, and scores of exercises were statistically analyzed and used as the basis of data analysis. The results indicate that, 1. A reading based model of learning can effectively promote fourth graders’ reading comprehension (MRQ: F(2, 117)=7.70, p〈.01; CRCT: I-SG: t(39)=-8.27, p〈.01; E-SG: t(39)=-7.24, p〈.01) and motivation, and L-GVP is more effective in improving and maintaining learners’ reading comprehension and motivation than PVP(I-SG: t(39)=.70, p〉.05; E-SG: t(39)=.04, p〉.05). 2. L-GVP can effectively enhance readers’ who image the plots of articles the reading performance (F(2, 81)=13.66, p〈.01). 3. The aggressive reading cluster’s progress in reading comprehension ability and motivation were significantly better than Inactive reading cluster’s (CRCT: F(2, 117)=4.00, p〈.05; MRQ: F(2, 117)=9.16, p〈.01). 4. The Pro-reading cluster performed significantly better than Passive reading cluster before and after the teaching experiment (pre-test: F(2, 117)=4.57, p〈.05; post-test: F(2, 117)=3.58, p〈.05). 5. There is a positive correlation among fourth graders’ degree of preference for the interface, degree of preference for the teaching method, and reading motivation (Pearson Correlation=.41; .42; .24, respectively).