Enhancing Reading Comprehension through Cognitive and Graphic Strategies: A Constructivism Approach.

被引：2

作者：

Yussof, Yusfarina Mohd ^{[1
]}

Jamian, Abdul Rasid ^{[1
]}

Roslan, Samsilah ^{[1
]}

Hamzah, Zaitul Azma Zainon ^{[3
]}

Kabilan, Muhammad Kamarul ^{[2
]}

机构：

[1] Univ Putra Malaysia, Fac Educ Studies, Upmserdang 43400, Malaysia

[2] Univ Sains Malaysia, Sch Educ Studies, George Town 11800, Malaysia

[3] Univ Putra Malaysia, Fac Modern Languages, Serdang 43400, Malaysia

来源：

12TH INTERNATIONAL EDUCATIONAL TECHNOLOGY CONFERENCE - IETC 2012 | 2012年 / 64卷

关键词：

Reading Comprehension; Cognitive Strategies; Graphic Strategy; Constructivism Approach; TEXT COMPREHENSION; INSTRUCTION; ORGANIZER;

D O I：

10.1016/j.sbspro.2012.11.018

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

Graphic Strategy and several Cognitive Strategies (Story Structure, Questioning, Synthesizing, Visualizing and Inferencing) are used on narrative texts, following constructivism principle, to discern the increase in students' reading comprehension. A quasi-experimental study involved 45 students(experimental group) receiving treatment via graphic and cognitive strategies and another 45 students (control group) using classroom's common practice (conventional method). Paired T-test Analysis shows significant difference for both groups. However, mean score and effect size (eta square value) are larger in the experimental group (M=59.63, 0.78) than the control group's (M=55.34, 0.31). This indicates that the implemented strategies increased students' reading comprehension effectively compared to conventional method. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of The Association Science Education and Technology

引用

页码：151 / 160

页数：10

共 36 条

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