Using the Networked Peer Support Strategy to Enhance Reading Comprehension for Students with Various Thinking Styles
Chien I Lee 1 * , Chih Chieh Chang 1
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1 Department of Information and Learning Technology National University of Tainan, Taiwan
* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2017.00682a

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 5, pp. 1501-1515

Publication date: 04 Jan 2017

Article Views: 991

Article Downloads: 536

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