RRL From Abstract

RRL from Abstract

The study reveals that electronic books motivate and engage all students, help strengthen struggling
readers‘ text comprehension, provide supportive features for word reading, but also have potentially
distracting features. Therefore, teachers should use electronic books in the classroom to foster
technology and literacy skills and motivate struggling and reluctant readers, but must carefully select
texts and train students on their use (Maples 2011).

Due to the proliferation of information available online and through academic libraries, students are
increasingly reading from the screen. Academic documents can be long and complex, requiring
sustained concentration to read deeply. This paper reviews current literature on the advantages and
disadvantages of electronic and paper media for academic reading. Theoretical and empirical research
into screen reading in academic institutions falls broadly into the following categories; reading and
comprehension theory, the effect of a document’s platform, design and tools on reading, and screen
versus paper research studies. These categories inform and provide the structure for this review. This
paper concludes by considering how academic librarians can manage their collections and deliver library
services in response to recent screen reading research. This overview of the literature on reading theory,
the platforms and tools integral to reading electronic documents, and screen versus paper reading
research, will enable academic librarians to make more informed collection management and library
service decisions (Walsh 2016).

The study results showed that the overall students’ performance in reading comprehension and science
was indexed at low mastery level. Generally, four out of six reading skills such as understanding
vocabulary in context, noting details, predicting outcome, and making inference made up the overall
reading skills that positively correlated with science performance of students although the strength of
relationship was considered weak (Imam et al. 2014).
This study explored the effects of three reading comprehension strategies: Cloze Reading
Comprehension Activity, Reading Road Map (RRM), and Survey-QuestionRead-Recite-Review (SQRRR)
on reading comprehension when reading digital informational texts. The participants were 48 students
in either 7th or 8th grade with 36 or 75% of those students having a reading comprehension ability at or
above their grade level as measured by Scholastic Reading Inventory software. A one-way analysis of
variance (ANOVA) of the reading comprehension ability of the three groups of participants as measured
by Scholastic Reading Inventory software suggested there were no statistically significant differences in
the means of the reading comprehension ability of the three groups. A non-equivalent groups
pretest/post-test comparison group design was employed that examined the three treatments. The
primary analysis evaluated treatment effects by conducting a one-way analysis of covariance (ANCOVA).
Results suggested that the 3 reading comprehension strategies in this study have the same effect on
reading comprehension when digital informational texts are read. (Plocher 2016).
This study examined whether E-books can contribute to increased vocabulary acquisition and reading
comprehension for third grade students. Teachers face difficult decisions when determining whether or
not to use interactive e-Books in the classroom. Studies (De Jong and Bus 2004; Jones and Brown 2011;
Larson, 2009; Verhallen, Bus, and De Jong, 2006), have determined that the multimedia features of e-
books have the potential of being beneficial to young children over traditional printed texts; however,
studies have failed to demonstrate that these additional text features increase reading achievement
over traditional printed text. There has not been enough evidence to show that students’ reading
achievement increases in the general education classroom when they read from interactive e-books
rather than traditional printed texts. This study was conducted to determine the differences in third
graders' vocabulary acquisition and reading comprehension according to the medium of presentation.
Two different story book formats were used, printed copies and electronic versions of the books. Twelve
third graders participated in the study. All participants alternated between reading print versions of
books and electronic versions using a counter balanced design. When students read the electronic
versions of the books, they had access to the multimedia features that iii the e-books provide, whereas
the printed versions of the books had the support of the teacher when the students asked for help. After
each participant read a book independently they answered ten multiple choice questions and one short
answer. All test questions and short answer responses were completed on paper. The results of this
study did not provide significant evidence that the additional text features of interactive e-books
increase reading achievement over traditional printed text. Observations did suggest that e-books
increased motivation and engagement (Bickel 2017).
As distance education moves increasingly towards online provision, and because of the benefits
provided by online approaches, students will be expected to engage with more resources available on
screen. Contemporary forms of reading from the screen include reading from tablet devices, LCD
monitors, and smartphones. However, print remains the preferred means of reading text, and student
preference for print is accentuated when reading involves thorough study (Ackerman & Lauterman,
2012; Foasberg, 2014). Education providers face an interesting challenge. Although many learners prefer
having access to printed materials, on-screen reading can improve education’s convenience, portability,
media-richness, engagement, support, and data-evidenced practice. In this context it is timely to
consider the potential for on-screen reading from the perspective of learning design. This article
considers studies related to reading on screen, and suggests good practice principles for on-screen-only
learning design (Nichols 2016).
This paper seeks to identify the online reading strategies employed by students in a Philippine Public
High School. In particular, the study attempts to answer the following questions: (1) What are the online
reading strategies used by the respondents (i.e., global, problem-solving, and support)?; (2) What is the
frequency of use of the online reading strategies of the respondents?; and (3) What are the implications
of the study's findings for English language teaching and learning? By means of the adapted Survey of
Reading Strategies (SORS) by Sheorey and Mokhtari (2001), data were obtained from 100 readers of a
public high school in Quezon City, the Philippines. The analysis of the results revealed that
problemsolving strategies were the most frequently used online reading strategies, followed by global
reading strategies and support reading strategies. Finally, the results furnish a pedagogical perspective
on how online reading strategies can impact second-language or L2 teaching and learning (De Leo &
Tarrayo 2014).
This pilot study explores the impact of online electronic storybooks (e-books) on the reading motivation
and listening comprehension of six grade 1 students (aged 7 years) from Ontario, Canada. The
researcher measured participants’ perceived enjoyment of the online e-book reading experience using
standardized listening comprehension tests, motivation questionnaires, behavioural observation
checklists, and take-home e-book reading logs. The researchers used a scoring rubric to assess
participants’ oral responses to a set of embedded literal, inferential, and evaluative comprehension
questions within each e-book read during the program sessions. The results from this study indicate that
all of the participants increased their comprehension scores from pretest to posttest after using the
online e-book reading program, enjoyed the e-book reading experience, and frequently read the online
e-books at home in their free time (Ciampa 2012).

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