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Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/129304

Title:	Advancing Elementary Students’ Reading Comprehension Scores Through Knowledge Building.
Authors:	洪煌堯 Hong, Huang-Yao Ma, Leanne Lin, Pei-Yi
Contributors:	教育系
Keywords:	Knowledge Building;Knowledge Forum;reading comprehension
Date:	2019-06
Issue Date:	2020-04-20 14:43:10 (UTC+8)
Abstract:	This study employs Knowledge Building pedagogy and Knowledge Forum technology to advance reading literacies in a third-grade elementary reading class in Taiwan. We hypothesized that sustained engagement in idea-centered discussions surrounding reading materials would lead to higher levels of reading comprehension (i.e., interpretation, and integration). Using a quasi-experiment design, we collected: (a) students’ online Knowledge Building behaviors, (b) group reading discussions, and (c) students’ reading comprehension assessment. Our findings reveal that the experimental group (Knowledge Building) outperformed the control group (direct instruction) on the comprehension assessment. Additionally, we found that the Knowledge Building intervention supported the development of students’ higher-level reading comprehension.
Relation:	A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings: 13th International Conference on Computer Supported Collaborative Learning, International Society of the Learning Sciences, pp.632-635
Data Type:	conference
Appears in Collections:	[教育學系] 會議論文

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