"Findings suggested that using digital reading devices with second-grade students promotes new literacies practices and extends connections between readers and text as engagement with and manipulation of text is made possible through electronic tools and features. The Kindle tools invited Amy and Winnie to engage with the text and put the reader in greater control than when reading printed text." (p.17)
The use of digital reading devices has enhanced the interaction between readers and the reading materials. There were a number of functions to support the process of reading and understanding with the use of digital devices, including (i) adjusting the font size, (ii) assessing the built-in dictionary, and (iii) using the text-to-speech feature, which could not be offered with traditional printed reading.
Readers could also insert and edit notes while they were reading with the digital reading devices. The study tried to categorize the types of notes the two readers created while reading.
The 5 types of response notes
1. Understanding of story
2. Personal meaning making
3. Questioning
4. Answering
5. Text features / literary evaluation
Both concerned students spent a considerable amount of notes regarding their understanding of the story, while the amount on answering (i.e. responding to questions in the text) was limited. However, due to the small sample size of the study, a proper trend could not be concluded regarding the responding style of the readers. Nevertheless, with the use of digital reading devices, it was certain that readers were given opportunities in developing thinking on top of the information-receiving level.
Different types of digital readers for reference (p.15)
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