學術產出-Theses
Article View/Open
Publication Export
-
題名 點讀筆支援紙本繪本閱讀對於兒童閱讀動機、情緒、注意力與理解成效之影響研究
A study on digital pen-supported picture books for improving children’s reading motivations, emotions, attention and comprehension作者 陳冠雯
Chen, Kuan Wen貢獻者 陳志銘
Chen, Chih Ming
陳冠雯
Chen, Kuan Wen關鍵詞 點讀筆
紙本閱讀
閱讀動機
閱讀情緒
閱讀注意力
閱讀理解成效
digital pen
paper-reading
reading motivation
reading emotion
reading attention
reading comprehension performance日期 2013 上傳時間 14-Jul-2014 11:36:48 (UTC+8) 摘要 隨著科技的進步，兒童繪本不再侷限於傳統由印刷文字及靜態圖片組成的紙本繪本，而是逐漸發展為多種數位媒體整合之電子繪本，電子繪本具有優於傳統紙本繪本的互動性及多媒體元素，較能吸引兒童的閱讀興趣。但電子繪本也存在過多動畫可能使兒童沈迷於感官刺激，分散其閱讀注意力的疑慮。此外，電子繪本對兒童的視力可能造成傷害，紙本仍較適合長時間的閱讀，但紙本繪本在支援閱讀上的模式較為單調。因此，近年來可搭配紙本閱讀的數位點讀筆興起，並已發展出可同時融合聽、說、讀、寫的多元閱讀模式，具有融合紙本且具有多媒體與互動功能的優勢。本研究採用腦波注意力偵測技術及心跳變異情緒感知技術，基於預測策略，探討包括傳統紙本繪本、電子繪本及點讀筆輔助紙本繪本閱讀對於兒童閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效的影響。此外，也針對文字型和圖像型不同認知風格以及不同性別的兒童，探討採用上述三種不同閱讀模式進行閱讀時的閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效是否具有顯著差異。 研究結果發現：（1）運用點讀筆輔助閱讀紙本繪本搭配預測策略的兒童，在閱讀動機提升上顯著優於閱讀紙本繪本與閱讀電子繪本搭配預測策略的兒童；（2）運用點讀筆輔助閱讀紙本繪本搭配預測策略的兒童在閱讀注意力上顯著優於閱讀紙本繪本搭配預測策略的兒童，但與閱讀電子繪本搭配預測策略的兒童則無顯著差異；（3）閱讀電子繪本與運用點讀筆輔助紙本繪本搭配預測策略的閱讀模式在閱讀理解成效上均優於傳統紙本閱讀搭配預測策略，並且兩種閱讀模式具有相同的閱讀理解成效；（4）閱讀電子繪本搭配預測策略的兒童中在負面情緒上，女性顯著高於男性；（5）閱讀傳統紙本繪本搭配預測策略的兒童，在閱讀理解成效上女性顯著優於男性；（6）男性兒童採用點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀注意力上顯著優於傳統紙本繪本搭配預測策略閱讀；（7）男性兒童採用電子繪本閱讀與運用點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀理解成效上優於傳統紙本繪本搭配預測策略閱讀；（8）圖像型兒童採用傳統紙本繪本搭配預測策略閱讀，在負面情緒上顯著高於採用電子繪本閱讀與運用點讀筆輔助紙本繪本搭配預測策略閱讀；（9）文字型兒童採用電子繪本閱讀與點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀理解成效上顯著高於傳統紙本繪本搭配預測策略閱讀；（10）兒童以傳統紙本繪本閱讀、電子繪本閱讀與點讀筆輔助繪本閱讀三種模式進行閱讀學習，其閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效彼此之間不具有關聯性 最後，根據研究結果，本研究亦提出對父母、教師、相關推動兒童閱讀單位以及未來研究的建議，希望能對兒童的閱讀能力提升產生助益。
With the progress of information technology, children picture books have no longer be restricted to traditional paper picture books composed of printed texts and static pictures; instead, various digital media integrated electronic picture books are gradually developed. Electronic picture books present the advantages of better interactivity and multimedia elements than traditional paper picture books and could better attract children’s reading interests. Nevertheless, electronic picture books also exist in excessive animation causing children indulging in sensory stimulation and diverting the reading attention. Moreover, electronic picture books could damage children’s visual acuity. Thus, paper picture books are considered more suitable for long-term reading. However, paper picture books show dull model on supporting reading. The combination of digital pens with paper-reading is therefore emerged in the past years and the plural reading model integrating listening, speaking, reading, and writing has been developed because integrating digital pen with paper reveals the advantages of multimedia and interactive functions. Based on prediction strategy, this study applies brain-wave attention detection system and heart rate variability emotion sensing technology to discussing the effects of traditional paper picture books, electronic picture books, and digital pen assisted paper picture books on children’s reading motivation, reading emotion, reading attention, and reading comprehension performance. Furthermore, the effects of on children with visualizer and verbalizer cognitive styles and different genders on reading motivation, reading emotion, reading attention, and reading comprehension performance when reading with the above reading models are also explored. The findings of the study are summarized as below. (1) Children applying digital pen supported paper picture books and prediction strategy present better reading motivation than the ones reading paper picture books and electronic picture books with prediction strategy. (2) Children utilizing digital pen supported paper picture books with prediction strategy reveal better reading attention than the ones reading paper picture books with prediction strategy, but do not appear significant difference from the others reading electronic picture books with prediction strategy. (3) Reading electronic picture books and digital pen supported paper picture books with prediction strategy shows better reading comprehension performance than traditional paper reading with prediction strategy, and such two reading models appear the same reading comprehension performance. (4) Female children reading electronic picture books with prediction strategy present higher negative emotion than males do. (5) Female children reading traditional paper picture books with prediction strategy reveal better reading comprehension performance than males do. (6) Male children applying digital pen supported paper picture books with prediction strategy show better reading attention than reading traditional paper picture books with prediction strategy. (7) Male children using electronic picture books and digital pen supported paper picture books with prediction strategy present better reading comprehension performance than reading traditional paper picture books with prediction strategy. (8) Visualizers utilizing traditional paper picture books with prediction strategy appear higher negative emotion than applying electronic picture books and digital pen supported paper picture books with prediction strategy. (9) Verbalizers using electronic picture books and digital pen supported paper picture book with prediction strategy show significantly higher reading comprehension performance than reading traditional paper picture books with prediction strategy. (10) The reading models of traditional paper picture books, electronic picture books, and digital pen supported picture books do not appear correlations on reading motivation, reading emotion, reading attention, and reading comprehension performance. Finally, the study also proposes several valuable suggestions for parents, teachers, children reading promotion units, and future researchers, tending to provide benefits in enhancing children reading abilities.參考文獻 一、中文Anoto。檢自：http://www.anoto.com.tw/main.html，上網日期：2013年10月18日HeartMath。檢自：http://www.heartmathstore.com，上網日期：2013年10月18日NeuroSky, Inc.（2012）。NeuroSky-人人可用的腦電波感測器。檢自：http://www.neurosky.com/zh-Hant，上網日期：2013年7月10日大新出版集團。檢自：http://www.dahhsin.com.tw/main.php。上網日期：2013年10月18日。小凱撒。檢自：http://www.clothtoys.com.tw，上網日期：2013年10月18日。王克先（1987）。學習心理學。臺北：桂冠。王惠平（2009）。基於情緒識別技術評估不同型態多媒體教材之學習情緒及成效研究。未出版之碩士論文，國立臺灣師範大學，台北市。古秀梅（2005）。國小學童閱讀動機、閱讀態度、閱讀行為與國語科學業成就之相關研究。未出版之碩士論文，國立中山大學教育研究所，高雄市。任祥（2011）。數位點讀繪本設計與兒童閱讀興趣關係之研究。未出版之碩士論文，元智大學，桃園縣。吳中信（2013）。不同資訊呈現方式多媒體影音開放式課程對於學習專注力、情緒、認知負荷與學習成效之影響研究。未出版之碩士論文，國立政治大學，台北市。李連珠（1991）。將圖畫書帶進教室－課堂內的圖畫書。國教之友，43（2），29-36。李慕如、羅雪瑤編著（2000）。兒童文學。高雄：復文圖書。林天佑（1996）。EQ教育面面觀。教育資料文摘，38（6），81-89。林巧敏（2009）。推動國中小學童數位閱讀計畫之探討。台灣圖書館管理季刊， （2），49-67。林建平（1995）。國小學童的閱讀動機、理解策略與閱讀成就之相關研究。台北市立師範學院學報，26，267-294。林美鐘（2002）。屏東縣國民小學中、高年級兒童閱讀興趣調查研究。未出版之碩士論文，國立屏東師範學院，屏東縣。林敏宜（2000）。圖畫書的欣賞與應用。臺北：心理。林惠愛（2011）。使用平板電腦閱讀電子書對國小學童閱讀能力與態度影響之研究。未出版之碩士論文，國立臺灣師範大學，臺北市。威提（Witty,P.A.）（1985）。怎樣培養孩子的興趣。（張劍鳴譯）。臺北：大地。帥文慧（1998）。新學習經驗－幼兒的電子閱讀與學習。學前教育，20（10），7-16。柯華葳（2006）。教出閱讀力。台北：天下雜誌。柯華葳（2012）。閱讀策略，可以輕鬆玩。臺北：天下雜誌。洪文瓊（1998）。電子童書對傳統童書的挑戰及其教育價值。出版界，56，42-48。胡曉凡（2010）。教材會說話了，英語學習步入「點讀時代」。華西。華西都市報。檢自：http://www.wccdaily.com.cn/epaper/hxdsb/html/2010-03/15/content_165155.htm范寧（2010）。影響閱讀能力的非認知因素：情緒。河北大學成人教育學院學報，12（1），98-99。孫櫻純（2009）。圖像及文字型認知風格學習者在學習不同型態多媒體教材時之學習情緒及成效研究。未出版之碩士論文，國立臺灣師範大學，台北市。徐瑞敏（2011）。網路學習社群經營機制對於提昇教師教學關注之研究-以桃園縣e 化學習平台閱讀策略課程為例。未出版之碩士論文，國立政治大學，臺北市。張春興（1988）。知之歷程與教之歷程：認知心理學的發展及其在教育上的應用。教育心理學報，21，17-38。張春興（1991）。張氏心理學辭典。台北：東華書局。張春興（1991）。現代心理學。台北：東華。張春興（1994）。教育心理學──三化取向的理論與實踐。台北：東華。教育部（2010）。閱讀理解策略教學手冊。臺北：教育部。教學樂。檢自：http://www.myqu.com.tw/index.jsp，上網日期：2013年10月18日。莫伊爾（Moir, A.）、傑塞爾（Jessel, D.）（2000）。腦內乾坤－男女有別，其來有自。（洪蘭譯）。臺北：遠流。（原著出版年﹕1992）陳柔蓁、曾綺怡、徐作聖（2013）閱讀理解策略在主題探索式學習上的運用。新北市教育，7，7-12。陳烜之（2007）。認知心理學。五南圖書出版股份有限公司。斯敦堡（Sternberg, R. J.）（2010）。認知心理學。（李玉琇、蔣文祁譯）。臺北市：新加坡商聖智學習。（原著出版年﹕2009）黃德祥（1994）。青少年發展與輔導。臺北：五南。鄭昭明（2006）。認知心理學：理論與實踐。臺北：桂冠。薩克斯（Leonard, S.）（2006）。養男育女調不同。（洪蘭譯）。臺北：遠流。（原著出版年﹕2006）羅貝珍（2011）。應用點讀筆提升英語朗讀流暢度、學習動機及學習滿意度研究。未出版之碩士論文，國立政治大學，臺北市。二、英文Afzal, K. (2013). The Role of Emotions in Reading Literary Texts: Fact or Fiction. The Iranian EFL Journal, 710-723.Alexander, P. A., Murphy, P. K., Woods, B. S., & Duhon, K. E. (1997). College instruction and concomitant changes in students` knowledge, interest, and strategy use: A study of domain learning. Contemporary Educational Psychology.Ash, J. K. (2003). To Pen or Not to Pen: That is the Question. Retrieved from http://www.scanningpens.co.uk/downloads/dl/file/id/57/wizcom_reading_pen_casestudy_westvirginia.pdfBaker, L. & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly. 34, 452-477.Baker, L., & Brown, A. L. (1984). Metacognitive skills of reading. In P. D.Pearson (Ed.), Handbook of Reading Research.New York:Longman.Baron, J. (1996). Sexism attitudes towards reading in the adult learner population, ERIC Reproduction, Document No. ED 393092.Block, Cathy Collins; Parris, Sheri R.; Reed, Kelly L.; Whiteley, Cinnamon S.; Cleveland, Maggie D(2009.5). instructional approaches that significantly increase reading comprehension. Journal of Educational Psychology, 101(2), 262-281.Bower, G. H., Gilligan, S. G. & Monteiro, K. P. (1981). Selectivity of learning caused by affective states. Journal of Experimental Psychology: General11, 451-473.Bus, A. G., Verhallen, M. J. A. J., & de Jong M. T. (2009). How onscreen storybooks contribute to early literacy. In A. G. Bus & S. B. Neuman (Eds.), Multimedia and literacy development: Improving achievement for young learners. New York: Routledge Education; Taylor & Francis Group, 153-167.Camarata, S. & Woodcock, R. (2006). Sex Differences in Processing Speed: Developmental Effects in Males and Females. Intelligence. 34(3), 231-252.Carson, N. R. (1993). Psychology-The Science of Behavior, fourth edition. Boston: Allyn and Bacon.Casey, M. B., Winner, E., Hurwitz, I., & DaSilva, D. (1991). Does processing style affect recall of the Rey-Osterrieth or Taylor complex figures. Journal of Clinical and Experimental Neuropsychology, 13, 600-606.Chen, C. M., & Huang, S.H., (2013). Web-Based Reading Annotation System with an Attention-Based Self-Regulated Learning Mechanism for Promoting Reading Performance. British Journal of Educational Technology. (accepted)Chen, C. M., & Sun, Y. C. (2012). Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners. Computers & Education, 59(4), 1273-1285.Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22, 14-22.Csikszentmihalyi, M. (1996). Creativity:Flow and the psychology of discovery and invention.New York:Harper Perennial.Deslandes, R.; Bouchard, P. and St-Amant, J. C. (1998) Family variables as predictors of school achievement: Sex differences in Quebec adolescents. Canadian Journal of Education. 23(4), 390-404.Doty, Popplewell, Byers (2001). Interactive CD-ROM Storybooks and Young Readers` Reading Comprehension. Journal of Research on Computing in Education. 33(4), 374.Edler, K. W. (1988). The effect of using predictions on a reader`s comprehension. Toledo, OH: University of Toledo.Ertem, I. (2010). The effect of electronic storybooks on struggling fourth-graders`` reading comprehension. Turkish Online Journal of Educational Technology - TOJET, 9(4), 140-155.Gagnè, E. D., Yekovich, C. W.,& Yekovich, F. R.(1993). The cognitive psychology of school learning(2nd ed.). NY: HarperCollins College Publishers.Gambell, T. & Hunter, D. (2000). Surveying gender differences in Canadian school literacy. Journal of Curriculum Studies. 32(5), 689-719.Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14-25.Gambrell, L. B., Codling, R. M., & Palmer, B. M. (1996). Elementary students’ motivation to read .(Reading Research Report No.52). Athens,GA: University of Georgia-University of Maryland,National Reading Research Center.Graves, M. F., Watts-Taffe, S. M. & Graves, B. B.(1999). Essentials of elementary reading (2nd ed.). MA: Allyn and Bacon.Greenspan, S. I. (1997). The growth of the mind and the endangered origins of intelligence.New York: Addison-Wesley Publishing Company, Inc.Grégoire, Réginald. (1996). The Contribution of New Technologies to Learning and Teaching in Elementary and Secondary Schools. Télé Apprehtissage Communautaire et Transformatil. Retrieved from http://www.tact.fse.ulaval.ca/fr/html/apport/impact96.htmlGuthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: evidence for classroom practices that increase reading motivation and achievement. In McCardle, P. & Chhabra, V. (Eds.), The voice of evidence in reading research. Baltimore: Brookes Publishing.Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In Kamil, M.L., Mosenthal, P. B., Pearson, P. D. & Barr , R. (Eds.). Reading research handbook (Vol. III). Mahwah,NJ:Erlbaum.Hansen, J. W. (1995). Student cognitive styles in postsecondary technology programs. Journal of Technology Education, 6(2), 19-33.Healy, J. M. (1999). Failure to connect. New York: Touchstone.Hernandez, D. (2011) Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High-School Graduation. Anne E. Casey Foundation.Higgins, L. H., & Raskind, H. M. (2005). The compensatory effectiveness of the quicktionary reading pen II on the reading comprehension of students with learning disabilities.Journal of Special Education Technology, 20(1), 29-38.Higgins, Norman C. & Cocks, Patricia (1999). The effects of Animation cues on vocabulary development. Journal of Reading Psychology, 20 , 1-10.Horton, W. K. (1991). Illustrating computer documentation: The art of presenting information graphically on paper and online. New York: John Wiley & Sons, Inc.Huang, H. Y., Lin, W. L., Hung, H. C., & Young, S. S. C. (2011). Exploring Technology Use Behavior- A Case Study of Adopting E-readers into Higher Education Classroom.In Zhang, J., & Chan, T. W. (Eds.), Proceeding of 2011 15th Global Chinese Conference on Computers in Education. Hangzhou, China: Zhejiang University.Huang. (2012). Exploring Elementary School Students’ Perceptions of Applying the Talking Pen into English Learning.International Journal of Science and Engineering, 2(3), 19-28.Hyde, J. S., & Linn, M. C. (1988). Gender differences in verbal ability: A meta-analysis.Psychological Bulletin. 104(1), 53-69. James, W. (1983). The principles of psychology. New York: Holt.Jonassen, D. H., Grabowski, B. L. (1993). Handbook of individual differences, learning and instruction. NJ: Erlbaum.Katz, H., & Sokal,L. (2003) Masculine literacy: one size does not fit all. Reading Manitoba. 24, 4-8.Keefe, J. W, (1979). Learning style:An overview. In kierman O.B.ed: Student learning styles. NASSP Reston, Virginia.Kendeou, P., Lynch, S. J., Van Den Broek, P., Espin, A. C., White, J. M., & Krenier, E. K. (2005). Developing successful readers: Building early comprehension skills through television viewing and listening. Early Childhood Education Journal, 2(33), 91-98.Kneepkens, E. W. E. M. & Zwaan, R. A. (1994). Emotions and literary text comprehension. Poetics, 23, 125-138.Korat, O. (2010). Reading Electronic Books as a Support for Vocabulary, Story Comprehension, and Word Reading in Kindergarten and First Grade. Computers and Education, 55(1), 24-31.Korgh, S. L. & Lamme, L. L. (1983). Learn to share: How literature can help. Children Education, 59(3), 188-192. Labbo, L. D., & Kuhn, M. R. (2000). Weaving chains of affect and cognition: A young child’s understanding of CD-ROM talking books.Journal of Literacy Research, 32, 187-210.Lam, C. M., & Beale, I. L. (1991). Relations among sustained attention,reading performance, and teachers’ratings of behavior problems. Remedial and Special Education, 12, 40-47.Latham, C. (2006). Heart rate variability as an index of regulated emotional responding. Review of General Psychology, 10, 229-240.Lazarus , R. S. (1991). Emotion and adaptation. New York: Oxford University PressLeapfrog. Retrieved from http://www.leapfrog.com/en/index.html.Lietz, P. (2006). A meta-analysis of gender differences in reading achievement at the secondary school level. Studies in Educational Evaluation. 32(4), 317-344.Lindsay, J. (2010). Children’s Access to Print Material and Education-Related Outcomes: Findings from a Meta-Analytic Review. A literature review sponsored by Reading is Fundamental.Retrieved from http://www.rif.org/us/about/literacy-issues/giving-children-access-to-print-materials-improves-reading-performance.htm.Mandler, G. (1975). Mind and Emotion New York: Wiley. Mayer, J. D. & Salovey, P. Emotional intelligence.Imagination, Cognition, and Personality, 9, 185-211.Mantzicopoulos, P., & Patrick, H. (2011). Reading picture books and learning science: Engaging young children with informational text. Theory into Practice, 50(4), 269-276.Marks, GN. (2008). Accounting for the gender gaps in student performance in reading and mathematics: Evidence from 31 countries. Oxford Review of Education. 34(1), 89-109.McCraty, R., Atkinson, M., Tiller, W. A., Rein, G., & Watkins, A. D. (1995). The effects of emotions on short-term power spectrum analysis of heart rate variability. American Journal of Cardiology, 76(14), 1089-1093.McKenzie, J., & Darnell, D. (2003). The eyeMagic book. A report into augmented reality storytelling in the context of a children`s workshop Retrieved from http://www.mindspacesolutions.com/demos/eyeMagicWorkShopReport.pdfMendelson, A. L. & Thorson, E. (2004). How verbalizers and visualizers process the newspaper environment. Journal of Communication, 54(3), 474-91.Messick, S. (1984). The nature of cognitive styles:Problems and promise in educational practice. Educational Psychologist, 19, 59-74.Messick. (1976). Personality consistencies in cognition and cre-ativity. Ins. Messick(ed.), Individuality in Learning. San Francisco : Jossey-Bass, Inc., Publishers. 4-22.Millard, E. (1997). Differently literate: Gender identity and the construction of the developing reader. Gender and Education. 9(1), 31-49.Miller, K. (2002). ReadingPenII. Retrieved from http://sites.google.com/site/kimmillerpls/Home/reading-pen-ii/Rdgpen.ppt?attredirects=0&d=1Miller,Alan (1991). Personality types: A modern synthesis. Calgary: University of Calgary Press.Mullis, Ina V. S., Michael O. Martin, Ann M. Kennedy, and P. Foy (2007). IEA`s progress in international reading literacy study in primary school in 40 countries. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Retrieved from http://pirls.bc.edu/pirls2006/intl_rpt.htmlMullis, Ina V. S., Michael O. Martin, Eugenio J., Gonzalez, and Ann M. Kennedy (2003). PIRLS 2001 international report: IEA’s study of reading literacy achievement in primary schools.Chestnut Hill, MA: Boston College. Retrieved from http://pirls.bc.edu/pirls2001i/PIRLS2001_Pubs_IR.htmlOECD(2000), Literacy in the Information Age: Final Report of the International Adult Literacy Survey. Retrieved from http://www.oecd.org/education/skills-beyond-school/41529765.pdfOECD(2001). Knowledge and skills for life: First results from PISA 2000. Retrieved from http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33690591.pdfOECD(2004). Learning for Tomorrow`s World – First Results from PISA 2003. Retrieved from http://www.oecd-ilibrary.org/content/book/9789264006416-enOECD(2007). PISA 2006: Science Competencies for Tomorrow’s World. Retrieved from http://www.nbbmuseum.be/doc/seminar2010/nl/bibliografie/opleiding/analysis.pdfOrmrod, J. E. (2008). Educational psychology :Developing learners(6th ed.). Upper Saddle River, NJ: Pearson.Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford, England: Oxford University Press.Palincsar, A. S., & Brown, D. A.(1984).Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction,1(2),117-175.Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36-76.Piper, A. M., et.al. ( 2012). TAP & PLAY: An end-user toolkit for authoring interactive pen and paper language activities. In Proc. of CHI. Plass, Jan L., Chun, Dorothy M., & Leutner, Detlev. (1998). Supporting Visual and Verbal Learning Preferences in a Second-Language Multimedia Learning Environment. Journal of educational psychology, 90(1), 25-35.Posner, M. I., & Rothbart, M. K. (2007). Research on attenation networks as a model for the integration of psychological science.Annual Review of Psychology, 58, 1-23.Poter, S. M. (1995). Effects of a Read-Aloud Porgram on Reading Attitude of Elementary Children. Retrieved from http://eric.ed.gov/?id=ED387766Richardson, A. (1977). Verbalizer-visualizer: A cognitive style dimension.Journal of Mental Imagery, 1(1), 109-126.Riding, B. R. S. (1995). Cognitive Style and Personality in 12-year-old Children, British Journal of Educational Psychology, 65(1), 113–124.Riding, R. J. and Staley, A. (1998). Assessment and Evaluation in Higher Education, 23. Retrieved from http://proquest.umi.com.proxy1.lib.uwo.ca:2048/pqdweb?did=28385522&Fmt=3&.Riding, R. J., & Sadler-Smith, E. (1997). Cognitive style and learning strategies: Some implications for training design. International Journal of Training and Development, 1(3), 199-208.Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.Samuels, S. J. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels(Eds.), What research has to say about reading instruction. Newark: International Reading Association.Shalev, L. (2013). The role of sustained attention and display medium in reading comprehension among adolescents with ADHD and without it. Research in Developmental Disabilities, 34, 431-439.Shanahan, T. (1983). Prequestions and predictions and children`s reading comprehension. Paper presented at the American Educational Research Association Conference, Montreal, Quebec, Canada.Sokal, L. et al. (2005). Boys will be ‘boys’: variability in boys’ experiences in literacy. Alberta Journal of Educational Research. 51(3), 231-245.Stern, K. (2007). Play Me a Story: Games Based on Children’s Books. Teacher Librarian, 34(4), 30-34.Swalander, L. & Taube, K. (2007). Influence of Family Based Prerequisite, Reading Attitude, and Self-Requlation on Reading Ability. Contemporary Educational Psychology. 32(2), 206-230.Tiller, W. A., McCraty, R., & Atkinson, M. (1996). Cardiac coherence: a new, noninvasive measure of autonomic nervous system order. Alternative Therapies in Health and Medicine, 2(1), 52-65.Trushell, J., Maitland, A., & Burrell, C. (2003). Year 4 pupils’ recall of an interactive storybook on CD-ROM. Journal of Computer Assisted Learning, 19(1), 80-89.Waples, D., Berelson, B.,&Franklyn, R. B. (1940). What reading does to people: A summary of evidence on the social effects of reading and a statement of problems for research. Chicago: University of Chicago Press.Watkins, M. W., & Coffey, Y. C. (2004). Reading motivation: Multidimensional and indeterminate. Journal of Educational Psychology, 96, 110-188.Witkin, H. A. (1976). Cognitive style in academic performance and in teacher- student relations. In S. Messick & Associates: Individulity in learning. San Francisco: Jossey-bass Publishers.Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971). Group embedded figures test manual. CA: Consulting Psychologist Press.Worthy, J. Moorman, M. and Turner, M. (1999). What Johnny likes to read is hard to find at school. Reading Research Quarterly. 34, 12-27. 描述 碩士
國立政治大學
圖書資訊與檔案學研究所
101155001
102資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101155001 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih Ming en_US dc.contributor.author (Authors) 陳冠雯 zh_TW dc.contributor.author (Authors) Chen, Kuan Wen en_US dc.creator (作者) 陳冠雯 zh_TW dc.creator (作者) Chen, Kuan Wen en_US dc.date (日期) 2013 en_US dc.date.accessioned 14-Jul-2014 11:36:48 (UTC+8) - dc.date.available 14-Jul-2014 11:36:48 (UTC+8) - dc.date.issued (上傳時間) 14-Jul-2014 11:36:48 (UTC+8) - dc.identifier (Other Identifiers) G0101155001 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67504 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 圖書資訊與檔案學研究所 zh_TW dc.description (描述) 101155001 zh_TW dc.description (描述) 102 zh_TW dc.description.abstract (摘要) 隨著科技的進步，兒童繪本不再侷限於傳統由印刷文字及靜態圖片組成的紙本繪本，而是逐漸發展為多種數位媒體整合之電子繪本，電子繪本具有優於傳統紙本繪本的互動性及多媒體元素，較能吸引兒童的閱讀興趣。但電子繪本也存在過多動畫可能使兒童沈迷於感官刺激，分散其閱讀注意力的疑慮。此外，電子繪本對兒童的視力可能造成傷害，紙本仍較適合長時間的閱讀，但紙本繪本在支援閱讀上的模式較為單調。因此，近年來可搭配紙本閱讀的數位點讀筆興起，並已發展出可同時融合聽、說、讀、寫的多元閱讀模式，具有融合紙本且具有多媒體與互動功能的優勢。本研究採用腦波注意力偵測技術及心跳變異情緒感知技術，基於預測策略，探討包括傳統紙本繪本、電子繪本及點讀筆輔助紙本繪本閱讀對於兒童閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效的影響。此外，也針對文字型和圖像型不同認知風格以及不同性別的兒童，探討採用上述三種不同閱讀模式進行閱讀時的閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效是否具有顯著差異。 研究結果發現：（1）運用點讀筆輔助閱讀紙本繪本搭配預測策略的兒童，在閱讀動機提升上顯著優於閱讀紙本繪本與閱讀電子繪本搭配預測策略的兒童；（2）運用點讀筆輔助閱讀紙本繪本搭配預測策略的兒童在閱讀注意力上顯著優於閱讀紙本繪本搭配預測策略的兒童，但與閱讀電子繪本搭配預測策略的兒童則無顯著差異；（3）閱讀電子繪本與運用點讀筆輔助紙本繪本搭配預測策略的閱讀模式在閱讀理解成效上均優於傳統紙本閱讀搭配預測策略，並且兩種閱讀模式具有相同的閱讀理解成效；（4）閱讀電子繪本搭配預測策略的兒童中在負面情緒上，女性顯著高於男性；（5）閱讀傳統紙本繪本搭配預測策略的兒童，在閱讀理解成效上女性顯著優於男性；（6）男性兒童採用點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀注意力上顯著優於傳統紙本繪本搭配預測策略閱讀；（7）男性兒童採用電子繪本閱讀與運用點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀理解成效上優於傳統紙本繪本搭配預測策略閱讀；（8）圖像型兒童採用傳統紙本繪本搭配預測策略閱讀，在負面情緒上顯著高於採用電子繪本閱讀與運用點讀筆輔助紙本繪本搭配預測策略閱讀；（9）文字型兒童採用電子繪本閱讀與點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀理解成效上顯著高於傳統紙本繪本搭配預測策略閱讀；（10）兒童以傳統紙本繪本閱讀、電子繪本閱讀與點讀筆輔助繪本閱讀三種模式進行閱讀學習，其閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效彼此之間不具有關聯性 最後，根據研究結果，本研究亦提出對父母、教師、相關推動兒童閱讀單位以及未來研究的建議，希望能對兒童的閱讀能力提升產生助益。 zh_TW dc.description.abstract (摘要) With the progress of information technology, children picture books have no longer be restricted to traditional paper picture books composed of printed texts and static pictures; instead, various digital media integrated electronic picture books are gradually developed. Electronic picture books present the advantages of better interactivity and multimedia elements than traditional paper picture books and could better attract children’s reading interests. Nevertheless, electronic picture books also exist in excessive animation causing children indulging in sensory stimulation and diverting the reading attention. Moreover, electronic picture books could damage children’s visual acuity. Thus, paper picture books are considered more suitable for long-term reading. However, paper picture books show dull model on supporting reading. The combination of digital pens with paper-reading is therefore emerged in the past years and the plural reading model integrating listening, speaking, reading, and writing has been developed because integrating digital pen with paper reveals the advantages of multimedia and interactive functions. Based on prediction strategy, this study applies brain-wave attention detection system and heart rate variability emotion sensing technology to discussing the effects of traditional paper picture books, electronic picture books, and digital pen assisted paper picture books on children’s reading motivation, reading emotion, reading attention, and reading comprehension performance. Furthermore, the effects of on children with visualizer and verbalizer cognitive styles and different genders on reading motivation, reading emotion, reading attention, and reading comprehension performance when reading with the above reading models are also explored. The findings of the study are summarized as below. (1) Children applying digital pen supported paper picture books and prediction strategy present better reading motivation than the ones reading paper picture books and electronic picture books with prediction strategy. (2) Children utilizing digital pen supported paper picture books with prediction strategy reveal better reading attention than the ones reading paper picture books with prediction strategy, but do not appear significant difference from the others reading electronic picture books with prediction strategy. (3) Reading electronic picture books and digital pen supported paper picture books with prediction strategy shows better reading comprehension performance than traditional paper reading with prediction strategy, and such two reading models appear the same reading comprehension performance. (4) Female children reading electronic picture books with prediction strategy present higher negative emotion than males do. (5) Female children reading traditional paper picture books with prediction strategy reveal better reading comprehension performance than males do. (6) Male children applying digital pen supported paper picture books with prediction strategy show better reading attention than reading traditional paper picture books with prediction strategy. (7) Male children using electronic picture books and digital pen supported paper picture books with prediction strategy present better reading comprehension performance than reading traditional paper picture books with prediction strategy. (8) Visualizers utilizing traditional paper picture books with prediction strategy appear higher negative emotion than applying electronic picture books and digital pen supported paper picture books with prediction strategy. (9) Verbalizers using electronic picture books and digital pen supported paper picture book with prediction strategy show significantly higher reading comprehension performance than reading traditional paper picture books with prediction strategy. (10) The reading models of traditional paper picture books, electronic picture books, and digital pen supported picture books do not appear correlations on reading motivation, reading emotion, reading attention, and reading comprehension performance. Finally, the study also proposes several valuable suggestions for parents, teachers, children reading promotion units, and future researchers, tending to provide benefits in enhancing children reading abilities. en_US dc.description.tableofcontents 摘要 IAbstract III目次 V圖次 VII表次 VIII第一章 緒論 1第一節 研究動機 1第二節 研究目的 3第三節 研究問題 3第四節 研究範圍與研究限制 4第五節 預期貢獻 4第六節 名詞解釋 5第二章 文獻探討 7第一節 科技工具輔助閱讀 7第二節 情緒、動機、注意力對於閱讀理解成效的影響 11第三節 認知風格對閱讀學習的影響 15第四節 性別差異對閱讀學習的影響 18第五節 閱讀策略探究 20第三章 研究設計與實施 23第一節 研究架構 23第二節 研究方法 25第三節 研究對象 26第四節 實驗之三種不同繪本閱讀模式 27第五節 研究工具 31第六節 實驗設計與處理 36第七節 資料分析 38第四章 實驗結果分析 42第一節 研究對象基本資料分析 42第二節 三組採用不同閱讀模式搭配預測策略兒童之閱讀動機提升分析 43第三節 三組採用不同閱讀模式搭配預測策略兒童之閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效差異分析 45第四節 三組採用不同閱讀模式搭配預測策略之不同性別兒童閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效差異分析 47第五節 三組採用不同閱讀模式搭配預測策略之不同認知風格兒童閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效差異分析 56第六節 三組採用不同閱讀模式搭配預測策略兒童之閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效相關分析 65第七節 訪談資料整理 67第八節 討論 70第五章 結論與建議 75第一節 結論 75第二節 教學實施建議 78第三節 未來研究方向 79參考文獻 81【附錄一】繪本預測策略設計 90【附錄二】SOP量表 93【附錄三】閱讀動機量表 94【附錄四】閱讀測驗 95【附錄五】訪談大綱 97 zh_TW dc.format.extent 1975841 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0101155001 en_US dc.subject (關鍵詞) 點讀筆 zh_TW dc.subject (關鍵詞) 紙本閱讀 zh_TW dc.subject (關鍵詞) 閱讀動機 zh_TW dc.subject (關鍵詞) 閱讀情緒 zh_TW dc.subject (關鍵詞) 閱讀注意力 zh_TW dc.subject (關鍵詞) 閱讀理解成效 zh_TW dc.subject (關鍵詞) digital pen en_US dc.subject (關鍵詞) paper-reading en_US dc.subject (關鍵詞) reading motivation en_US dc.subject (關鍵詞) reading emotion en_US dc.subject (關鍵詞) reading attention en_US dc.subject (關鍵詞) reading comprehension performance en_US dc.title (題名) 點讀筆支援紙本繪本閱讀對於兒童閱讀動機、情緒、注意力與理解成效之影響研究 zh_TW dc.title (題名) A study on digital pen-supported picture books for improving children’s reading motivations, emotions, attention and comprehension en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 一、中文Anoto。檢自：http://www.anoto.com.tw/main.html，上網日期：2013年10月18日HeartMath。檢自：http://www.heartmathstore.com，上網日期：2013年10月18日NeuroSky, Inc.（2012）。NeuroSky-人人可用的腦電波感測器。檢自：http://www.neurosky.com/zh-Hant，上網日期：2013年7月10日大新出版集團。檢自：http://www.dahhsin.com.tw/main.php。上網日期：2013年10月18日。小凱撒。檢自：http://www.clothtoys.com.tw，上網日期：2013年10月18日。王克先（1987）。學習心理學。臺北：桂冠。王惠平（2009）。基於情緒識別技術評估不同型態多媒體教材之學習情緒及成效研究。未出版之碩士論文，國立臺灣師範大學，台北市。古秀梅（2005）。國小學童閱讀動機、閱讀態度、閱讀行為與國語科學業成就之相關研究。未出版之碩士論文，國立中山大學教育研究所，高雄市。任祥（2011）。數位點讀繪本設計與兒童閱讀興趣關係之研究。未出版之碩士論文，元智大學，桃園縣。吳中信（2013）。不同資訊呈現方式多媒體影音開放式課程對於學習專注力、情緒、認知負荷與學習成效之影響研究。未出版之碩士論文，國立政治大學，台北市。李連珠（1991）。將圖畫書帶進教室－課堂內的圖畫書。國教之友，43（2），29-36。李慕如、羅雪瑤編著（2000）。兒童文學。高雄：復文圖書。林天佑（1996）。EQ教育面面觀。教育資料文摘，38（6），81-89。林巧敏（2009）。推動國中小學童數位閱讀計畫之探討。台灣圖書館管理季刊， （2），49-67。林建平（1995）。國小學童的閱讀動機、理解策略與閱讀成就之相關研究。台北市立師範學院學報，26，267-294。林美鐘（2002）。屏東縣國民小學中、高年級兒童閱讀興趣調查研究。未出版之碩士論文，國立屏東師範學院，屏東縣。林敏宜（2000）。圖畫書的欣賞與應用。臺北：心理。林惠愛（2011）。使用平板電腦閱讀電子書對國小學童閱讀能力與態度影響之研究。未出版之碩士論文，國立臺灣師範大學，臺北市。威提（Witty,P.A.）（1985）。怎樣培養孩子的興趣。（張劍鳴譯）。臺北：大地。帥文慧（1998）。新學習經驗－幼兒的電子閱讀與學習。學前教育，20（10），7-16。柯華葳（2006）。教出閱讀力。台北：天下雜誌。柯華葳（2012）。閱讀策略，可以輕鬆玩。臺北：天下雜誌。洪文瓊（1998）。電子童書對傳統童書的挑戰及其教育價值。出版界，56，42-48。胡曉凡（2010）。教材會說話了，英語學習步入「點讀時代」。華西。華西都市報。檢自：http://www.wccdaily.com.cn/epaper/hxdsb/html/2010-03/15/content_165155.htm范寧（2010）。影響閱讀能力的非認知因素：情緒。河北大學成人教育學院學報，12（1），98-99。孫櫻純（2009）。圖像及文字型認知風格學習者在學習不同型態多媒體教材時之學習情緒及成效研究。未出版之碩士論文，國立臺灣師範大學，台北市。徐瑞敏（2011）。網路學習社群經營機制對於提昇教師教學關注之研究-以桃園縣e 化學習平台閱讀策略課程為例。未出版之碩士論文，國立政治大學，臺北市。張春興（1988）。知之歷程與教之歷程：認知心理學的發展及其在教育上的應用。教育心理學報，21，17-38。張春興（1991）。張氏心理學辭典。台北：東華書局。張春興（1991）。現代心理學。台北：東華。張春興（1994）。教育心理學──三化取向的理論與實踐。台北：東華。教育部（2010）。閱讀理解策略教學手冊。臺北：教育部。教學樂。檢自：http://www.myqu.com.tw/index.jsp，上網日期：2013年10月18日。莫伊爾（Moir, A.）、傑塞爾（Jessel, D.）（2000）。腦內乾坤－男女有別，其來有自。（洪蘭譯）。臺北：遠流。（原著出版年﹕1992）陳柔蓁、曾綺怡、徐作聖（2013）閱讀理解策略在主題探索式學習上的運用。新北市教育，7，7-12。陳烜之（2007）。認知心理學。五南圖書出版股份有限公司。斯敦堡（Sternberg, R. J.）（2010）。認知心理學。（李玉琇、蔣文祁譯）。臺北市：新加坡商聖智學習。（原著出版年﹕2009）黃德祥（1994）。青少年發展與輔導。臺北：五南。鄭昭明（2006）。認知心理學：理論與實踐。臺北：桂冠。薩克斯（Leonard, S.）（2006）。養男育女調不同。（洪蘭譯）。臺北：遠流。（原著出版年﹕2006）羅貝珍（2011）。應用點讀筆提升英語朗讀流暢度、學習動機及學習滿意度研究。未出版之碩士論文，國立政治大學，臺北市。二、英文Afzal, K. (2013). The Role of Emotions in Reading Literary Texts: Fact or Fiction. The Iranian EFL Journal, 710-723.Alexander, P. A., Murphy, P. K., Woods, B. S., & Duhon, K. E. (1997). College instruction and concomitant changes in students` knowledge, interest, and strategy use: A study of domain learning. Contemporary Educational Psychology.Ash, J. K. (2003). To Pen or Not to Pen: That is the Question. Retrieved from http://www.scanningpens.co.uk/downloads/dl/file/id/57/wizcom_reading_pen_casestudy_westvirginia.pdfBaker, L. & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly. 34, 452-477.Baker, L., & Brown, A. L. (1984). Metacognitive skills of reading. In P. D.Pearson (Ed.), Handbook of Reading Research.New York:Longman.Baron, J. (1996). Sexism attitudes towards reading in the adult learner population, ERIC Reproduction, Document No. ED 393092.Block, Cathy Collins; Parris, Sheri R.; Reed, Kelly L.; Whiteley, Cinnamon S.; Cleveland, Maggie D(2009.5). instructional approaches that significantly increase reading comprehension. Journal of Educational Psychology, 101(2), 262-281.Bower, G. H., Gilligan, S. G. & Monteiro, K. P. (1981). Selectivity of learning caused by affective states. Journal of Experimental Psychology: General11, 451-473.Bus, A. G., Verhallen, M. J. A. J., & de Jong M. T. (2009). How onscreen storybooks contribute to early literacy. In A. G. Bus & S. B. Neuman (Eds.), Multimedia and literacy development: Improving achievement for young learners. New York: Routledge Education; Taylor & Francis Group, 153-167.Camarata, S. & Woodcock, R. (2006). Sex Differences in Processing Speed: Developmental Effects in Males and Females. Intelligence. 34(3), 231-252.Carson, N. R. (1993). Psychology-The Science of Behavior, fourth edition. Boston: Allyn and Bacon.Casey, M. B., Winner, E., Hurwitz, I., & DaSilva, D. (1991). Does processing style affect recall of the Rey-Osterrieth or Taylor complex figures. Journal of Clinical and Experimental Neuropsychology, 13, 600-606.Chen, C. M., & Huang, S.H., (2013). Web-Based Reading Annotation System with an Attention-Based Self-Regulated Learning Mechanism for Promoting Reading Performance. British Journal of Educational Technology. (accepted)Chen, C. M., & Sun, Y. C. (2012). Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners. Computers & Education, 59(4), 1273-1285.Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22, 14-22.Csikszentmihalyi, M. (1996). Creativity:Flow and the psychology of discovery and invention.New York:Harper Perennial.Deslandes, R.; Bouchard, P. and St-Amant, J. C. (1998) Family variables as predictors of school achievement: Sex differences in Quebec adolescents. Canadian Journal of Education. 23(4), 390-404.Doty, Popplewell, Byers (2001). Interactive CD-ROM Storybooks and Young Readers` Reading Comprehension. Journal of Research on Computing in Education. 33(4), 374.Edler, K. W. (1988). The effect of using predictions on a reader`s comprehension. Toledo, OH: University of Toledo.Ertem, I. (2010). The effect of electronic storybooks on struggling fourth-graders`` reading comprehension. Turkish Online Journal of Educational Technology - TOJET, 9(4), 140-155.Gagnè, E. D., Yekovich, C. W.,& Yekovich, F. R.(1993). The cognitive psychology of school learning(2nd ed.). NY: HarperCollins College Publishers.Gambell, T. & Hunter, D. (2000). Surveying gender differences in Canadian school literacy. Journal of Curriculum Studies. 32(5), 689-719.Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14-25.Gambrell, L. B., Codling, R. M., & Palmer, B. M. (1996). Elementary students’ motivation to read .(Reading Research Report No.52). Athens,GA: University of Georgia-University of Maryland,National Reading Research Center.Graves, M. F., Watts-Taffe, S. M. & Graves, B. B.(1999). Essentials of elementary reading (2nd ed.). MA: Allyn and Bacon.Greenspan, S. I. (1997). The growth of the mind and the endangered origins of intelligence.New York: Addison-Wesley Publishing Company, Inc.Grégoire, Réginald. (1996). The Contribution of New Technologies to Learning and Teaching in Elementary and Secondary Schools. Télé Apprehtissage Communautaire et Transformatil. Retrieved from http://www.tact.fse.ulaval.ca/fr/html/apport/impact96.htmlGuthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: evidence for classroom practices that increase reading motivation and achievement. In McCardle, P. & Chhabra, V. (Eds.), The voice of evidence in reading research. Baltimore: Brookes Publishing.Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In Kamil, M.L., Mosenthal, P. B., Pearson, P. D. & Barr , R. (Eds.). Reading research handbook (Vol. III). Mahwah,NJ:Erlbaum.Hansen, J. W. (1995). Student cognitive styles in postsecondary technology programs. Journal of Technology Education, 6(2), 19-33.Healy, J. M. (1999). Failure to connect. New York: Touchstone.Hernandez, D. (2011) Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High-School Graduation. Anne E. Casey Foundation.Higgins, L. H., & Raskind, H. M. (2005). The compensatory effectiveness of the quicktionary reading pen II on the reading comprehension of students with learning disabilities.Journal of Special Education Technology, 20(1), 29-38.Higgins, Norman C. & Cocks, Patricia (1999). The effects of Animation cues on vocabulary development. Journal of Reading Psychology, 20 , 1-10.Horton, W. K. (1991). Illustrating computer documentation: The art of presenting information graphically on paper and online. New York: John Wiley & Sons, Inc.Huang, H. Y., Lin, W. L., Hung, H. C., & Young, S. S. C. (2011). Exploring Technology Use Behavior- A Case Study of Adopting E-readers into Higher Education Classroom.In Zhang, J., & Chan, T. W. (Eds.), Proceeding of 2011 15th Global Chinese Conference on Computers in Education. Hangzhou, China: Zhejiang University.Huang. (2012). Exploring Elementary School Students’ Perceptions of Applying the Talking Pen into English Learning.International Journal of Science and Engineering, 2(3), 19-28.Hyde, J. S., & Linn, M. C. (1988). Gender differences in verbal ability: A meta-analysis.Psychological Bulletin. 104(1), 53-69. James, W. (1983). The principles of psychology. New York: Holt.Jonassen, D. H., Grabowski, B. L. (1993). Handbook of individual differences, learning and instruction. NJ: Erlbaum.Katz, H., & Sokal,L. (2003) Masculine literacy: one size does not fit all. Reading Manitoba. 24, 4-8.Keefe, J. W, (1979). Learning style:An overview. In kierman O.B.ed: Student learning styles. NASSP Reston, Virginia.Kendeou, P., Lynch, S. J., Van Den Broek, P., Espin, A. C., White, J. M., & Krenier, E. K. (2005). Developing successful readers: Building early comprehension skills through television viewing and listening. Early Childhood Education Journal, 2(33), 91-98.Kneepkens, E. W. E. M. & Zwaan, R. A. (1994). Emotions and literary text comprehension. Poetics, 23, 125-138.Korat, O. (2010). Reading Electronic Books as a Support for Vocabulary, Story Comprehension, and Word Reading in Kindergarten and First Grade. Computers and Education, 55(1), 24-31.Korgh, S. L. & Lamme, L. L. (1983). Learn to share: How literature can help. Children Education, 59(3), 188-192. Labbo, L. D., & Kuhn, M. R. (2000). Weaving chains of affect and cognition: A young child’s understanding of CD-ROM talking books.Journal of Literacy Research, 32, 187-210.Lam, C. M., & Beale, I. L. (1991). Relations among sustained attention,reading performance, and teachers’ratings of behavior problems. Remedial and Special Education, 12, 40-47.Latham, C. (2006). Heart rate variability as an index of regulated emotional responding. Review of General Psychology, 10, 229-240.Lazarus , R. S. (1991). Emotion and adaptation. New York: Oxford University PressLeapfrog. Retrieved from http://www.leapfrog.com/en/index.html.Lietz, P. (2006). A meta-analysis of gender differences in reading achievement at the secondary school level. Studies in Educational Evaluation. 32(4), 317-344.Lindsay, J. (2010). Children’s Access to Print Material and Education-Related Outcomes: Findings from a Meta-Analytic Review. A literature review sponsored by Reading is Fundamental.Retrieved from http://www.rif.org/us/about/literacy-issues/giving-children-access-to-print-materials-improves-reading-performance.htm.Mandler, G. (1975). Mind and Emotion New York: Wiley. Mayer, J. D. & Salovey, P. Emotional intelligence.Imagination, Cognition, and Personality, 9, 185-211.Mantzicopoulos, P., & Patrick, H. (2011). Reading picture books and learning science: Engaging young children with informational text. Theory into Practice, 50(4), 269-276.Marks, GN. (2008). Accounting for the gender gaps in student performance in reading and mathematics: Evidence from 31 countries. Oxford Review of Education. 34(1), 89-109.McCraty, R., Atkinson, M., Tiller, W. A., Rein, G., & Watkins, A. D. (1995). The effects of emotions on short-term power spectrum analysis of heart rate variability. American Journal of Cardiology, 76(14), 1089-1093.McKenzie, J., & Darnell, D. (2003). The eyeMagic book. A report into augmented reality storytelling in the context of a children`s workshop Retrieved from http://www.mindspacesolutions.com/demos/eyeMagicWorkShopReport.pdfMendelson, A. L. & Thorson, E. (2004). How verbalizers and visualizers process the newspaper environment. Journal of Communication, 54(3), 474-91.Messick, S. (1984). The nature of cognitive styles:Problems and promise in educational practice. Educational Psychologist, 19, 59-74.Messick. (1976). Personality consistencies in cognition and cre-ativity. Ins. Messick(ed.), Individuality in Learning. San Francisco : Jossey-Bass, Inc., Publishers. 4-22.Millard, E. (1997). Differently literate: Gender identity and the construction of the developing reader. Gender and Education. 9(1), 31-49.Miller, K. (2002). ReadingPenII. Retrieved from http://sites.google.com/site/kimmillerpls/Home/reading-pen-ii/Rdgpen.ppt?attredirects=0&d=1Miller,Alan (1991). Personality types: A modern synthesis. Calgary: University of Calgary Press.Mullis, Ina V. S., Michael O. Martin, Ann M. Kennedy, and P. Foy (2007). IEA`s progress in international reading literacy study in primary school in 40 countries. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Retrieved from http://pirls.bc.edu/pirls2006/intl_rpt.htmlMullis, Ina V. S., Michael O. Martin, Eugenio J., Gonzalez, and Ann M. Kennedy (2003). PIRLS 2001 international report: IEA’s study of reading literacy achievement in primary schools.Chestnut Hill, MA: Boston College. Retrieved from http://pirls.bc.edu/pirls2001i/PIRLS2001_Pubs_IR.htmlOECD(2000), Literacy in the Information Age: Final Report of the International Adult Literacy Survey. Retrieved from http://www.oecd.org/education/skills-beyond-school/41529765.pdfOECD(2001). Knowledge and skills for life: First results from PISA 2000. Retrieved from http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33690591.pdfOECD(2004). Learning for Tomorrow`s World – First Results from PISA 2003. Retrieved from http://www.oecd-ilibrary.org/content/book/9789264006416-enOECD(2007). PISA 2006: Science Competencies for Tomorrow’s World. Retrieved from http://www.nbbmuseum.be/doc/seminar2010/nl/bibliografie/opleiding/analysis.pdfOrmrod, J. E. (2008). Educational psychology :Developing learners(6th ed.). Upper Saddle River, NJ: Pearson.Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford, England: Oxford University Press.Palincsar, A. S., & Brown, D. A.(1984).Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction,1(2),117-175.Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36-76.Piper, A. M., et.al. ( 2012). TAP & PLAY: An end-user toolkit for authoring interactive pen and paper language activities. In Proc. of CHI. Plass, Jan L., Chun, Dorothy M., & Leutner, Detlev. (1998). Supporting Visual and Verbal Learning Preferences in a Second-Language Multimedia Learning Environment. Journal of educational psychology, 90(1), 25-35.Posner, M. I., & Rothbart, M. K. (2007). Research on attenation networks as a model for the integration of psychological science.Annual Review of Psychology, 58, 1-23.Poter, S. M. (1995). Effects of a Read-Aloud Porgram on Reading Attitude of Elementary Children. Retrieved from http://eric.ed.gov/?id=ED387766Richardson, A. (1977). Verbalizer-visualizer: A cognitive style dimension.Journal of Mental Imagery, 1(1), 109-126.Riding, B. R. S. (1995). Cognitive Style and Personality in 12-year-old Children, British Journal of Educational Psychology, 65(1), 113–124.Riding, R. J. and Staley, A. (1998). Assessment and Evaluation in Higher Education, 23. Retrieved from http://proquest.umi.com.proxy1.lib.uwo.ca:2048/pqdweb?did=28385522&Fmt=3&.Riding, R. J., & Sadler-Smith, E. (1997). Cognitive style and learning strategies: Some implications for training design. International Journal of Training and Development, 1(3), 199-208.Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.Samuels, S. J. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels(Eds.), What research has to say about reading instruction. Newark: International Reading Association.Shalev, L. (2013). The role of sustained attention and display medium in reading comprehension among adolescents with ADHD and without it. Research in Developmental Disabilities, 34, 431-439.Shanahan, T. (1983). Prequestions and predictions and children`s reading comprehension. Paper presented at the American Educational Research Association Conference, Montreal, Quebec, Canada.Sokal, L. et al. (2005). Boys will be ‘boys’: variability in boys’ experiences in literacy. Alberta Journal of Educational Research. 51(3), 231-245.Stern, K. (2007). Play Me a Story: Games Based on Children’s Books. Teacher Librarian, 34(4), 30-34.Swalander, L. & Taube, K. (2007). Influence of Family Based Prerequisite, Reading Attitude, and Self-Requlation on Reading Ability. Contemporary Educational Psychology. 32(2), 206-230.Tiller, W. A., McCraty, R., & Atkinson, M. (1996). Cardiac coherence: a new, noninvasive measure of autonomic nervous system order. Alternative Therapies in Health and Medicine, 2(1), 52-65.Trushell, J., Maitland, A., & Burrell, C. (2003). Year 4 pupils’ recall of an interactive storybook on CD-ROM. Journal of Computer Assisted Learning, 19(1), 80-89.Waples, D., Berelson, B.,&Franklyn, R. B. (1940). What reading does to people: A summary of evidence on the social effects of reading and a statement of problems for research. Chicago: University of Chicago Press.Watkins, M. W., & Coffey, Y. C. (2004). Reading motivation: Multidimensional and indeterminate. Journal of Educational Psychology, 96, 110-188.Witkin, H. A. (1976). Cognitive style in academic performance and in teacher- student relations. In S. Messick & Associates: Individulity in learning. San Francisco: Jossey-bass Publishers.Witkin, H. A., Oltman, P. K., Raskin, E., & Karp, S. A. (1971). Group embedded figures test manual. CA: Consulting Psychologist Press.Worthy, J. Moorman, M. and Turner, M. (1999). What Johnny likes to read is hard to find at school. Reading Research Quarterly. 34, 12-27. zh_TW
