Interactive CD-ROM Storybooks and Young Readers' Reading Comprehension.
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| Title: | Interactive CD-ROM Storybooks and Young Readers' Reading Comprehension. |
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| Authors: | Doty, Deborah E., Popplewell, Scott R., Byers, Gregg O. |
| Source: | Journal of Research on Computing in Education. Summer2001, Vol. 33 Issue 4, p374. 11p. 4 Charts. |
| Subjects: | Reading comprehension, CD-ROMs |
| Geographic Terms: | Florida, Miami (Fla.), United States |
| Abstract: | The purpose of this study was to determine if there was a difference in the level of young readers' reading comprehension when one group of students read an interactive CD-ROM storybook and another group of students read the same story from a conventionally printed book. A univariate analysis of variance was used to compare scores on oral retellings and comprehension questions. There was no significant difference in mean scores on the retellings between the two groups. There was a significant difference in mean scores on the comprehension questions between the two groups. When comprehension was measured through the use of comprehension questions, students reading the CD-ROM storybook scored higher. (Keywords: computer-assisted instruction, interactive CD-ROM storybooks, reading comprehension, young readers.) [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research on Computing in Education is the property of International Society for Technology in Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
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| Abstract: | The purpose of this study was to determine if there was a difference in the level of young readers' reading comprehension when one group of students read an interactive CD-ROM storybook and another group of students read the same story from a conventionally printed book. A univariate analysis of variance was used to compare scores on oral retellings and comprehension questions. There was no significant difference in mean scores on the retellings between the two groups. There was a significant difference in mean scores on the comprehension questions between the two groups. When comprehension was measured through the use of comprehension questions, students reading the CD-ROM storybook scored higher. (Keywords: computer-assisted instruction, interactive CD-ROM storybooks, reading comprehension, young readers.) [ABSTRACT FROM AUTHOR] |
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| ISSN: | 08886504 |
| DOI: | 10.1080/08886504.2001.10782322 |
