Reading Comprehension as a Function of Text Genre and Presentation Environment: Comprehension of Narrative and Informational Texts in a Computer-Assisted Environment vs. Print
Affiliation(s)
1 Oranim Academic College of Education, Tivon, Israel. 2 The NCJW Research Institute for Innovation in Education, Hebrew University, Jerusalem, Israel. 3 CET-Center for Educational Technology, Tel-Aviv, Israel.
1 Oranim Academic College of Education, Tivon, Israel. 2 The NCJW Research Institute for Innovation in Education, Hebrew University, Jerusalem, Israel. 3 CET-Center for Educational Technology, Tel-Aviv, Israel.
ABSTRACT
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.
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.
Cite this paper
Makhoul, B. , Copti-Mshael, T. (2015) Reading Comprehension as a Function of Text Genre and Presentation Environment: Comprehension of Narrative and Informational Texts in a Computer-Assisted Environment vs. Print. Psychology, 6, 1001-1012. doi: 10.4236/psych.2015.68097.
Makhoul, B. , Copti-Mshael, T. (2015) Reading Comprehension as a Function of Text Genre and Presentation Environment: Comprehension of Narrative and Informational Texts in a Computer-Assisted Environment vs. Print. Psychology, 6, 1001-1012. doi: 10.4236/psych.2015.68097.
References
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http://dx.doi.org/10.1016/S0020-7373(85)80048-1 [6] Ayari, S. (1996). Diglossia and Illiteracy in the Arab World. Language, Culture and Curriculum, 9, 243-253. http://dx.doi.org/10.1080/07908319609525233 [7] Beck, I. L., McKeown, M. G., Sinatra, G. M., & Loxterman, J. A. (1991). Revising Social Studies Text from a Text- Processing Perspective: Evidence of Improved Comprehensibility. Reading Research Quarterly, 26, 251-276. http://dx.doi.org/10.2307/747763 [8] Berman, R. A., & Katzenberger, I. (2004). Form and Function in Introducing Narrative and Expository Texts: A Developmental Perspective. Discourse Processes, 38, 57-94.
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http://dx.doi.org/10.1518/001872098779649355
[1] Abdelhadi, S., Ibrahim, R., & Eviatar, Z. (2011). Perceptual Load in the Reading of Arabic: Effects of Orthographic Visual Complexity on Detection. Writing Systems Research, 3, 117-127.
http://dx.doi.org/10.1093/wsr/wsr014 [2] Adams, B. C., Bell, L. C., & Perfetti, C. A. (1995). A Trading Relationship between Reading Skill and Domain Knowledge in Children’s Text Comprehension. Discourse Processes, 20, 307-323.
http://dx.doi.org/10.1080/01638539509544943 [3] Alexander, P. A., Kulikowich, J. M., & Schulze, S. K. (1994). The Influence of Topic Knowledge, Domain Knowledge, and Interest on the Comprehension of Scientific Exposition. Learning and Individual Differences, 6, 379-397. http://dx.doi.org/10.1016/1041-6080(94)90001-9 [4] Anderson-Inman L., & Homey M. A. (2007). Supported eText: Assistive Technology through Text Transformations. Reading Research Quarterly, 42, 153-160. http://dx.doi.org/10.1598/RRQ.42.1.8 [5] Askwall, S. (1985). Computer Supported Reading vs Reading Text on Paper: A Comparison of Two Reading Situations. International Journal of Man-Machine Studies, 22, 425-439.
http://dx.doi.org/10.1016/S0020-7373(85)80048-1 [6] Ayari, S. (1996). Diglossia and Illiteracy in the Arab World. Language, Culture and Curriculum, 9, 243-253. http://dx.doi.org/10.1080/07908319609525233 [7] Beck, I. L., McKeown, M. G., Sinatra, G. M., & Loxterman, J. A. (1991). Revising Social Studies Text from a Text- Processing Perspective: Evidence of Improved Comprehensibility. Reading Research Quarterly, 26, 251-276. http://dx.doi.org/10.2307/747763 [8] Berman, R. A., & Katzenberger, I. (2004). Form and Function in Introducing Narrative and Expository Texts: A Developmental Perspective. Discourse Processes, 38, 57-94.
http://dx.doi.org/10.1207/s15326950dp3801_3 [9] Blok, H., Oostdam, R., Otter, M. E., & Overmaat, M. (2002). Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review. Review of Educational Research, 72, 101-130.
http://dx.doi.org/10.3102/00346543072001101 [10] Cammack, D. W. (2002). Literacy, Technology, and a Room of Her Own: Analyzing Adolescent Girls’ Online Conversations from Historical and Technological Literacy Perspectives. In D. Schallert, C. Fairbanks, J. Worthy, B. Maloch, & J. Hoffman (Eds.), Fifty-First Yearbook of the National Reading Conference (pp. 129-141). Chicago: National Reading Conference. [11] Cobb, J. B. (2001). The Effects of an Early Intervention Program with Preservice Teachers as Tutors on the Reading Achievement of Primary Grade at Risk Children. Reading Horizons, 41, 155-173. [12] Coiro, J., & Dobler, E. (2007). Reading Comprehension on the Internet: Exploring the Online Comprehension Strategies Used by Sixth-Grade Skilled Readers to Search for and Locate Information on the Internet. Reading Research Quarterly, 42, 214-257.http://dx.doi.org/10.1598/RRQ.42.2.2 [13] DeStefano, D., & LeFevre, J. A. (2007). Cognitive Load in Hypertext Reading: A Review. Computers in Human Behavior, 23, 1616-1641. http://dx.doi.org/10.1016/j.chb.2005.08.012 [14] Dillon, A. (1992). Reading from Paper versus Screens: A Critical Review of the Empirical Literature. Ergonomics, 35, 1297- 1326. http://dx.doi.org/10.1080/00140139208967394 [15] Elbro, C., Rasmussen, I., & Spelling, B. (1996). Teaching Reading to Disabled Readers with Language Disorders: A Controlled Evaluation of Synthetic Speech Feedback. Scandinavian Journal of Psychology, 37, 140-155. http://dx.doi.org/10.1111/j.1467-9450.1996.tb00647.x [16] Ellis, E. S., & Worthington, L. A. (1994). Executive Summary of Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators. Eugene, OR: National Center to Improve the Tools of Educators, College of Education, University of Oregon. [17] Eviatar, Z., Ibrahim, R., & Ganayim, D. (2004). Orthography and the Hemispheres: Visual and Linguistic Aspects of Letter Processing. Neuropsychology, 18, 174-184.
http://dx.doi.org/10.1037/0894-4105.18.1.174 [18] Forgrave, K. (2002). Assistive Technology: Empowering Students with Learning Disabilities. The Clearing House, 75, 122- 126.
http://dx.doi.org/10.1080/00098650209599250 [19] Foster, K. C., Erickson, G. C., Foster, D. F., Brinkman, D., & Torgeson, J. K. (1994). Computer Administered Instruction in Phonological Awareness: Evaluation of the Daisy Quest Program. The Journal of Research and Development in Education, 27, 126-137. [20] Gambrell, L. B. (2001). What We Know about Motivation to Read. In R. F. Flippo (Ed.), Reading Researchers in Search of Common Ground (pp. 129-143). Newark, DE: International Reading Association. [21] Gould, J. D., & Grischkowsky, N. (1984). Doing the Same Work with Hard Copy and with Cathode-Ray Tube (CRT) Computer Terminals. Human Factors: The Journal of the Human Factors and Ergonomics Society, 26, 323-337. [22] Graesser, A. C., León, J. A., & Otero, J. (2002). Introduction to the Psychology of Science Text Comprehension. In J. Otero, J. A. Leon, & A. C. Graesser (Eds.), The Psychology of Science Text Comprehension (pp. 1-15). Mahwah, NJ: Erlbaum. [23] Greenlee-Moore, M. E., & Smith, L. L. (1996). Interactive Computer Software: The Effects on Young Children’s Reading Achievement. Reading Psychology: An International Quarterly, 17, 43-64.
http://dx.doi.org/10.1080/0270271960170102 [24] Grimshaw, S., Dungworth, N., McKnight, C., & Morris, A. (2007). Electronic Books: Children’s Reading and Comprehension. British Journal of Educational Technology, 38, 583-599.
http://dx.doi.org/10.1111/j.1467-8535.2006.00640.x [25] Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and Cognitive Predictors of Text Comprehension and Reading Amount. Scientific Studies of Reading, 3, 231-256.
http://dx.doi.org/10.1207/s1532799xssr0303_3 [26] Hartas, C., & Moseley, D. (1993). “Say That Again, Please”: A Scheme to Boost Reading Skills Using a Computer with Digitised Speech. Support for Learning, 8, 16-21.
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