Literaturnachweis - Detailanzeige
| Autor/inn/en | Aparicio, Xavier; Belaïd, Souad; Baccino, Thierry; Megalakaki, Olga |
|---|---|
| Titel | Reading-Comprehension Performances of Expository and Narrative Texts on Interactive-Whiteboards and Paper: Evidence from 5th Grade Children |
| Quelle | In: Educational Technology Research and Development, 70 (2022) 4, S.1151-1168 (18 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Aparicio, Xavier) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1042-1629 |
| DOI | 10.1007/s11423-022-10121-z |
| Schlagwörter | Reading Comprehension; Interactive Video; Educational Technology; Elementary School Students; Grade 5; Multiple Choice Tests; Text Structure |
| Abstract | In this study, we compared the effects of two media (Interactive Whiteboards and Paper) on both expository and narrative texts reading comprehension among 5th grade children of primary school. Two texts were constructed, according to the same controlled hierarchical structure. Comprehension was assessed by a multiple-choice questionnaire including three types of questions (surface, semantics, inferential). Results of the comprehension test revealed no difference between the two supports. Regardless of support, we found better performances for the narrative text, as well as an interaction between Text and Question factors, revealing that children had more difficulties to elaborate inferences when reading the expository text. These results are in line with previous findings underlying that texts with a similar structure, with a single-page presentation elicit similar performances on paper and electronic devices. They also provide interesting perspectives about the use and impact of Interactive Whiteboards during reading activities or lessons in classrooms. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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