Tzu-Hua Huang｜Assistant professor, Department of Education, Taipei Municipal University of Education｜anteater1029@mail2000.com.tw
Download PDF▌Abstract
This study explores high/vocational school students’ reading comprehension using different media, and further discusses functional requirements of interactive e-books, as well as the possibility of application in teaching reading comprehension. As new e-books are constantly being produced, we can learn how to design e-books suitable for teaching by first understanding students’ reading comprehension using e-books. This study designs an interactive e-book and reading comprehension scale to determine the ability of high/vocational school students’ to read e-books. Contents of the book are related to indigenous culture. Students’ reading comprehension and their ability to “access and retrieve,” “integrate and interpret” and “reflect and evaluate” when reading an interactive e-book and online e-book are observed and compared. Results show that the experimental group （interactive e-book） had better reading comprehension than the control group （online e-book）, and also had better “access and retrieve” and “integrate and interpret” abilities. Indigenous students in the experimental group had significantly better reading comprehension at all levels compared with non-indigenous students. This can be interpreted as being related to contents of the e-book. The research found out that the experiment group, which read the interactive e-books, showed significant superiority to the control group, which read e-books on the Internet, in both the ability and the level in reading comprehension. Comparisons of reading comprehension within the experiment group found no significant differences between genders. Comparisons of aboriginal students in the experiment group indicated that the aboriginal students were superior to non-aboriginal students in both the ability and the level in reading comprehension, indicating that reading comprehension is related to the content of the reading. The comparisons of reading comprehension between male and female aboriginal students in the experiment group showed no significant differences in terms of general comprehension while on the “reflect and evaluate” level of reading comprehension, aboriginal female students were superior to their male counterparts.
Keywords: Interactive E-Book, Online E-Book, Reading Comprehension, Indigenous Culture