Using the Networked Peer Support Strategy to Enhance Reading Comprehension for Students with Various Thinking Styles
Chien I Lee 1  
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Department of Information and Learning Technology National University of Tainan, Taiwan
CORRESPONDING AUTHOR
Chien I Lee   

Department of Information and Learning Technology National University of Tainan, Taiwan, 33, Sec. 2, Shu-Lin St., 700 Tainan, Taiwan
Publish date: 2017-01-04
 
EURASIA J. Math., Sci Tech. Ed 2017;13(5):1501–1515
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ABSTRACT
How to enhance students’ reading comprehension as well as reading interest is a currently serious problem for elementary school students. Students can learn various knowledge through reading, as a result of this reason, the advantage and disadvantage of reading ability could directly affect the learning efficiency. This study proposes networked peer support strategy which is different from previous networked peer assessment strategy. It adopts the method to ask students’ to give one another positive feedback during the activity. It can also reduce competitive pressure among students and enhance interaction willingness and learning fun, and then increase the degree and depth of reading reflection. The results show that using networked peer support strategy is much better than using networked peer assessment strategy in improving reading comprehension. Further, students who get medium-achievement in the pre-test and belong to site-dependent cognitive style and executive thinking style all have significant improvements in reading comprehension.
eISSN:1305-8223
ISSN:1305-8215