多媒體註解轉助低閱讀能力學生線上閱讀理解之成效研究

閱讀為探索知識的關鍵能力、進行學習的主要方式，而線上閱讀更是未來趨勢之一，但此對低閱讀能力學生而言卻是學習的一大限制。故本研究旨在探討使用多媒體註解輔助線上閱讀對國小低閱讀能力學生在閱讀理解表現之影響，透過雙媒材與多媒材之組合來註解文中詞彙，以瞭解何種方式最適於輔助國小低閱讀能力學生之閱讀理解。研究對象為國小四年級具備識字能力卻仍有閱讀理解困難的低閱讀能力學生，共33名，並依不同多媒體註解方式隨機分成三組各11名學生進行準實驗研究，每組前、後皆需完成無註解線上閱讀與有多媒體註解線上閱讀，並在閱讀完後立即接受閱讀理解測驗，最後研究者將實驗結果透過無母數分析法中的魏式符號等級檢定法來進行分析與比較，並整理學生試後的回饋問卷，以瞭解多媒體註解輔助閱讀之成效。研究結果顯示在三組不同註解方式中，使用「旁白＋圖片」的雙媒材組合之註解方式能顯著提高低閱讀能力學生之閱讀理解表現，而提供了多項資訊的三種媒材組合（文字＋旁白＋圖片）並未能顯著提升其閱讀理解表現，此外有78.8%的學生認為使用多媒體註解來輔助閱讀能提高其閱讀意願與動機，更有97%的學生認為此方式可幫助自己讀懂文章。

關鍵字

多媒體註解；低閱讀能力學生；閱讀理解；線上閱讀

並列摘要

The objective of this study is to investigate the effects of multimedia annotations on improving reading comprehension of elementary school students with low reading ability. Three combinations of multimedia annotations (text + picture, narration + picture, and text + narration + picture) are adopted and compared to explore the most effective one. Thirty-three fourth graders with literacy problems were randomly and equally divided into three groups. Students in each group are required to complete online reading without and with annotation. After finishing the reading, all participants were asked to take the reading comprehension test immediately. The Wilcox signed-ranks test is adopted to analyze and compare the test outcomes. Questionnaires were also given to collect post-test feedback so that the effectiveness of the research can be further evaluated. The result of this study indicates narration + picture annotation may significantly improve reading comprehension of students with low reading ability. On the contrary, the combination of text, narration and picture annotation may have negative effect on reading comprehension. Overall, nearly 78.8% of the subjects agree that multimedia annotation may increase their motivation and improve their reading comprehension. In addition, 97% of the subjects consider multimedia annotation helpful in improving their understanding of articles.