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| Field |
Value |
| 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 |
| DCField |
Value |
Language |
| dc.contributor (Contributor) | 教育系 | |
| dc.creator (Authors) | 洪煌堯 | |
| dc.creator (Authors) | Hong, Huang-Yao | |
| dc.creator (Authors) | Ma, Leanne | |
| dc.creator (Authors) | Lin, Pei-Yi | |
| dc.date (Date) | 2019-06 | |
| dc.date.accessioned | 2020-04-20 14:43:10 (UTC+8) | - |
| dc.date.available | 2020-04-20 14:43:10 (UTC+8) | - |
| dc.date.issued (Issue Date) | 2020-04-20 14:43:10 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/129304 | - |
| dc.description.abstract (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. | |
| dc.format.extent | 281095 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (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 | |
| dc.subject (Keywords) | Knowledge Building ; Knowledge Forum ; reading comprehension | |
| dc.title (Title) | Advancing Elementary Students’ Reading Comprehension Scores Through Knowledge Building. | |
| dc.type (Data Type) | conference | |
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