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A MODULE ON THE USE OF AN ORIGINAL ELECTRONIC STORYBOOK AS SUPPORT FOR READING COMPREHENSION

This paper explores the development and implementation of an original electronic storybook to support reading comprehension for Grade 3-4 students, incorporating multimedia features and cognitive learning theories. Findings show promising results from pilot testing at a boys' private school, emphasizing the importance of educators in leveraging technology for effective learning experiences. Recommendations include training, continued research, and fostering a positive attitude towards electronic books in education.

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A MODULE ON THE USE OF AN ORIGINAL ELECTRONIC STORYBOOK AS SUPPORT FOR READING COMPREHENSION

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  1. A MODULE ON THE USE OF AN ORIGINAL ELECTRONIC STORYBOOK AS SUPPORT FOR READING COMPREHENSION By: Amity Kathleen Tan Ateneo de Manila University

  2. Background of the Paper • Reading comprehension: • a dynamic process • active readers use information from the text and prior knowledge • “to build and maintain a coherent representation of meaning” -- Goldman & Rakestraw, 2000.

  3. Background of the Paper • Blachowicz and Ogle (2001) : • “Our society will need young people who can identify problems, ask appropriate questions, locate resources and information, and formulate and test solutions to the problems.”

  4. Background of the Paper • Reading comprehension is a skill that students need for today and tomorrow’s society. • Educators must find ways on how to facilitate the learning of reading comprehension • Promise of information communication technologies in the classroom • Electronic talking books

  5. Objectives • Create and develop an original electronic storybook to support reading comprehension • Using Macromedia Director • Saved in CD-ROM format • Module to teach this • Take note of students’ comprehension and attitudes

  6. Objectives • For the use of Grades 3-4 students • In a private school for boys • Design of electronic book based on: • Simple View of Reading • Cognitive Theory of Multimedia Learning • Existing research on talking book software

  7. Review of Related Literature • Simple View of Reading • Gough & Tunmer (1986) • Hoover & Gough (1990) • Reading comprehension is the product of decoding and linguistic comprehension

  8. Review of Related Literature • Cognitive Theory of Multimedia Learning • Mayer (2001) • 3 assumptions • Active Processing assumption: • active learning : • select relevant information • organize this into mental representations • integrate this with existing information

  9. Review of Related Literature • Multimedia instruction • must facilitate the selection, organization and integration of new information with existing knowledge • Design of instructional materials must be based on how humans learn from multimedia

  10. Review of Related Literature • CD-ROM Talking Books • “interactive, digital versions of stories that employ multimedia features such as animation, music, sound effects, highlighted text, and modeled fluent reading” – Labbo 2000 • Use of electronic books showed promising results on reading comprehension

  11. Target Learners • Technology-centered • 75% of students’ time spent on TV, movies, videogames, radio, computer, cellular phones • 90% of students have access to Internet at home • Open to educational uses of technology

  12. Features of Electronic Book • Animation • colored drawings, moving characters • Narration • Help Page • Vocabulary and Comprehension Skills • through pop-ups within the story • through a comprehension test

  13. Overview of Scripting • Story and drills by the researcher • Collaboration with software designer Mr. Galvin Ngo • Macromedia Director • lay-out and coloring • Illustrations by Mr. Alwin Macalalad • Voices by Jonjee Sumpaico, S.J., Aaron Ong, and the researcher

  14. Pilot Testing • Conducted at a private grade school for boys last October • at the computer laboratory • Students read the story, then answered the comprehension test • using headphones to access narration • Program scored the test • with answer key

  15. Pilot Testing • Results for 34 students:

  16. Pilot Testing

  17. Pilot Testing

  18. Pilot Testing • Survey Results • Vocabulary words, challenge pages, animation, still pictures, story • Concentration and attitude • Favorable reviews for electronic book • Instructor showed hesitance in using it • Suggestions • scoring, drawings • module design: class size, control, time

  19. Recommendations • Successful use of the electronic book as support for reading comprehension • Favorable attitude towards future use of electronic books • Involvement of educators in design and implementation of ITCs • Design based on cognitive theory of multimedia learning

  20. Recommendations • Training and support • Further research on effects of electronic books on reading comprehension and motivation • Lifelong independent learners at ease with both paper and electronic media

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