CHEN, YING JU
National Taipei University of Education Graduate School of Curriculum and Instructional Communication Technology Student
Email：ying01230@gmail.com
TSUEI, MENG PING
National Taipei University of Education Graduate School of Curriculum and Instructional Communication Technology Professor
Email：mptsuei@mail.ntue.edu.tw
Abstract
The purpose of this study is to assimilate with effect of using PIRLS multi-level questioning teaching and digital platform on elementary school student’s reading comprehension and attitude. This study adopts a quasi-experimental research design, with a total of 57 fourth-grade students in two classes of an elementary school in Taipei City. The first class as the experimental group used the PIRLS multi-level questioning combined with the digital learning platform. In the other class as the control group was given PIRLS multi-level questioning for the same teaching time without the digital learning platform. The experiment ran for nine weeks. After covariate analysis, the results showed that inn terms of reading comprehension, there is a significant difference between the two groups of students in the ability of “direct inference”. In terms of reading attitude, there are significant differences between the two groups in terms of “reading achievement” and “reading interest”. This result showed that digital learning platforms can enhance students’ learning achievement and learning interest in reading.
Keywords :PIRLS multi-level questioning, Digital Learning Platform, Reading Comprehension Ability, Reading Attitude