文章基本信息

标题：Reading Comprehension as a Function of Text Genre and Presentation Environment: Comprehension of Narrative and Informational Texts in a Computer-Assisted Environment vs. Print
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作者：Baha Makhoul 1,2,3 , Thuraia Copti-Mshael
期刊名称：Psychology
印刷版ISSN：2152-7180
电子版ISSN：2152-7199
出版年度：2015
卷号：06
期号：08
页码：1001-1012
DOI：10.4236/psych.2015.68097
语种：English
出版社：Scientific Research Publishing
摘要：The current study attempts to investigate the differences in reading comprehension as a function of the text’s genre in a computer-assisted environment vs. print. For this purpose, data were collected from 34 fifth-grade narrative computerized unit, narrative printed unit, informational computerized unit and informational printed unit. The results pointed to an interaction effect between the text genre and presentation environment. For the informational units, better per-formance was noted on the computerized environment when compared to the printed. Marginal effect was encountered for the narrative units, pointing to higher reading comprehension on the printed environment. In addition, we examined whether one environment will be more beneficial than the other, when comparing poor and good comprehenders. No interaction effect was en-countered between comprehension level and presentation environment. However, post-hoc analysis indicates that among the good comprehenders, better performance was achieved on the printed units. The data is discussed in terms of its implications on utilizing computerized-assisted environments as an aid in reading comprehension instruction.
关键词：Computer-Assisted; Literacy; Reading Comprehension; Text Genre; Presentation Environment