2. Citation
Doty, D. E., Popplewell, S. R., & Byers, G. O. (2011).
Interactive CD-ROM storybooks and young readers’
reading comprehension. Journal of Research on
Technology in Education, 33(4), 374- 384.
2
3. Contents
Introduction
Purpose
Literature review
Methodology
Result & conclusion
3
4. Introduction
The researchers wanted to determine if sight word
recognition and instructional reading levels could be
increased through the use of talking electronic books.
4
5. Introduction
Evidence from this study indicates that the use of CD-
ROM storybooks can have a positive effect on reading
comprehension for young readers.
5
6. Purpose
To determine if there was a difference in the level of
young readers’ reading comprehension when one
group of students read an interactive CD-ROM
storybook and another group of students read the
same story from a conventionally printed book
6
7. Literature review
Reading comprehension is a process by which the
reader constructs meaning by interacting with text .
(Anderson & Pearson, 1984;
Rumelhart, 1976)
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8. Literature review
The researchers indicate that the use of interactive
CD-ROM storybooks may help improve reading
comprehension for elementary students.
(Greenlee-Moore & Smith, 1996;
Matthew, 1996, 1997)
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9. Hypothesis 1
There will be no significant difference between the mean
scores of reading comprehension on oral retellings for
students reading a traditionally printed storybook and
students reading the same text from an interactive CD-
ROM storybook.
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10. Hypothesis 2
There will be no significant difference between the mean
scores of reading comprehension on a comprehension test
for students reading a traditionally printed storybook and
students reading the same text from an interactive CD-
ROM storybook.
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11. Methodology
39 second-grade students in the U.S. Midwest
from Title I elementary
school
A book Retellings
CD-ROM storybooks Comprehension questions
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13. Instruments and procedures
The Text Group
1.Retell the story
read 2.What the story
was about
Ask some
story 3.The events in the questions
story
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14. Instruments and procedures
The computer Group
1.Retell the story
How to 2.What the story
use the was about Ask some
computer 3.The events in questions
the story
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16. Instruments and procedures
Oral retellings
Morrow’s 10-Point Scale
Sense of story structure
Setting
Theme
Plot Episodes
a. Resolution with an introduction
Begins story 5
b. Names main character recalled goal or problem to9be
Refers to main character’s primary
a. Number of episodes 6
solved. of other characters named
c. Number problem solution/ goal attainment
a. Names 798
b. Number of episodes in story
b. Ends story
d. Actual number of other characters 655
c. Score for plot episodes (a/b)
e. Score for other characters 10
f. Includes statement about time or place 8
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18. Instruments and procedures
Comprehension Questions for Thomas’ Snowsuit
Why didn’t Thomas want to wear his snowsuit?
If you had been the teacher in the story, what would you have done
to encourage Thomas to put on his snowsuit?
Why do you think Thomas put on his snowsuit right away when
someone on the playground called his name?
Where did the principal move to at the end of the story?
Why would the principal move to a place like Arizona?
Could this story have really happened? Why? Or why not?
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20. Result
H1: There will be no significant difference between the
mean scores of reading comprehension on oral retellings
for students reading a traditionally printed storybook and
students reading the same text from an interactive CD-
ROM storybook.
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22. Result
There will be no significant difference between the mean
scores of reading comprehension on a comprehension test
for students reading a traditionally printed storybook and
students reading the same text from an interactive CD-
ROM storybook.
22
23. Conclusion
It is hoped that the use of interactive CD-ROM
storybooks will help children construct
meaning with text, so they can truly become
readers.
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24. Reflection
The study used only one book with each student one
time.
The interactive CD-ROM storybooks were
programmed so the story could not be read to the
students.
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