Online Versus Paper-based Instruction: Comparing Two Strategy Training Modules for Improving Reading Comprehension

Huang, Hsin-chou
August 2014
RELC Journal;Aug2014, Vol. 45 Issue 2, p165
Academic Journal
This study investigates the effectiveness of online versus paper-based reading strategy instruction on EFL learners’ reading comprehension. Fifty-seven university students from two intact reading classes with comparable proficiency levels were assigned to participate in either a paper-based or an online reading instructional module. Both groups received comparable reading strategy instruction in four areas: Global (keyword list, prediction, overview, and text structure), Problem-solving (reading rate, listening, summarizing, and concept mapping), Support (dictionary, grammar book, translator, highlight, and record book), and Socio-affective (music and peer interaction) strategies. The only difference was the medium: the instruction was paper-based in one class and computer-based in the other class. After each group’s four-hour training and reading period, students’ reading comprehension was measured using a written recall and further analyzed with a weighted propositional system. Results showed that the online reading group outperformed the paper-based group on overall reading comprehension. An interview session provided insights into students’ perceptions of the online module. Findings of this study can encourage teachers to incorporate web-based reading strategy training into their curriculum.


Related Articles

  • Making the Most of Assessments to Inform Instruction. Risko, Victoria J.; Walker-Dalhouse, Doris // Reading Teacher;Feb2010, Vol. 63 Issue 5, p420 

    This article describes how students' performance assessments, especially reading performance assessments, can be utilized to provide teachers with a basis for making informed instructional and curriculum decisions. Assessments can help define students' strengths, needs, and instructional...

  • READING ON THE WEB: IMPLICATIONS FOR ESL PROFESSIONALS. Stakhnevich, Julia // Reading Matrix: An International Online Journal;2002, Vol. 2 Issue 2, p1 

    In this study the impact of the web instructional medium on second language (L2) comprehension during independent reading was investigated. A 2X3 factorial design was chosen for this study with factors being English as a second language proficiency as measured by TOEFL and a medium of...

  • Patterns of variation in the interplay of language ability and general reading comprehension ability in L2 reading. Löwenadler, John // Language Testing;Jul2019, Vol. 36 Issue 3, p369 

    This study aims to investigate patterns of variation in the interplay of L2 language ability and general reading comprehension skills in L2 reading, by comparing item-level effects of test-takers' results on L1 and L2 reading comprehension tests. The material comes from more than 500,000 people...

  • Reading for Details in Online and Printed Text: A Prerequisite for Deep Reading. Fisher, Douglas; Lapp, Diane; Wood, Karen // Middle School Journal;Jan2011, Vol. 42 Issue 3, p58 

    The article discusses reading for details in online and in print as a requirement for deep reading. A study indicates that those who were reading online articles find it difficult to grasp for the details. In relation to this, it examined the three aspects of reading online texts which include...

  • The Effect of Reader-based Variables on Incidental Vocabulary Learning Through Reading. Hye Jin Hwang // English Teaching;Winter2012, Vol. 67 Issue 4, p81 

    This study investigated whether or not there is any difference in the extent to which incidental vocabulary learning takes place according to the presence of background knowledge. Along with background knowledge, three other variables such as reading comprehension ability, reading strategies,...

  • IMPACT OF PSYCHOLINGUISTIC STRATEGY-READING COMPREHENSION AT SECONDARY LEVEL. Ulagammai, S. V.; Fathima, M. Parimala; Mohan, S. // Golden Research Thoughts;Jul2013, Vol. 3 Issue 1, p1 

    This study is an attempt to discuss the Impact of Psycholinguistic strategy in Reading Comprehension at Secondary Level. Reading is the process of decoding a set of written symbols that have been assigned linguistic meaning for the purpose of communicating ideas. Children for the purpose of...


    When I was asked to teach the entire literacy curriculum to my grade six students in only five months, I implemented reading conferences as an instructional practice to deepen students' reading comprehension. Classroom events related to reading conferences, student decisionmaking, and...

  • The Three-Phase Reading Comprehension Intervention (3-RCI): A Support for Intermediate-Grade Word Callers. Diehl, Holly L.; Armitage, Connie J.; Nettles, Diane H.; Peterson, Christine // Reading Horizons;Aug/Sep2011, Vol. 51 Issue 2, p149 

    This article describes results of a reading comprehension interven-tion for students with adequate decoding but poor comprehen-sion skills. Five teachers and 25 students in grades 3-5 from two rural public schools participated in this naturalistic experimental research study. Teachers met with...

  • Impact of Asking Support Questions on Grades 4 and 7 Students Reading Comprehension. Kängsepp, Pilve // Creative Education;Oct2011, Vol. 2 Issue 4, p381 

    This study investigated the effect of support questions and their timing on Grades 4 and 7 students' reading comprehension. The support questions were posed either during or after reading texts. A comparative analysis of students' scores in answering of control questions presented at the end of...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics