Do any supplementary features (add-ons to the text) align with central meanings of the text?

在文檔中 九年級生使用英語電子繪本之可供性探究 - 以新北市一所私立中學為例 - 政大學術集成 (頁 176-181)

3 rd Semi-Structured Interview

4. Do any supplementary features (add-ons to the text) align with central meanings of the text?

Criteria for Electronic Picture Books Selection 1. Is the text appropriately presented in digital format?

1.1 Is the text well-constructed with respect to the genre expectations?

1.2 Is the language of the text skillfully crafted?

1.3 Do the illustrations / visuals work well with the text to illuminate, extend and / or co-create the text as a whole?

1.4 Do the sound effects and music work well with the text to illuminate, extend and/ or co-create the text as a whole?

1.5 Do the size and shape of the illustrations fit the screen’s proportions?

1.6 Do the interactions provide support that would help a reader make a text-based inference or understand difficult vocabulary?

2. Does the story take appropriate advantage of features the digital world allows beyond what is possible in print?

2.1 How often are interactions used in the book?

2.2 Are there meaningful audio, animated, or interactive features that help children better understand the test?

2.3 Are there digital features that distract from the text?

2.4 Are there more supporting and extending interaction than distracting interactions?

2.5 Are the interactions strategically placed to enhance motivation without distracting the reader from the text?

2.6 Are the interactions time-consuming, or are they relatively brief in nature?

3. Do the interactive features within the text maintain the integrity of central meanings of the text?

3.1 How does the reader participate in ways that focus on central events?

3.2 How does the reader participate in ways that divert attention to trivial details?

4. Do any supplementary features (add-ons to the text) align with central meanings of the text?

4.1 Are there additional games, puzzles, etc. included in the e-book app?

4.2 Are the games, puzzles, etc. closely related to central meanings in the text?

4.3 Are links to these features embedded in the text in ways that might distract children from the reading, or do they operate as separate from the e-book reading?

The Chart of the Four Electronic Picture Books Based on the Four Categories (1) Printed text presented visually on a screen

Title: Sniffy & Fluffy

Author: AIMEE BRUNEAU Illustrator: AIMEE BRUNEAU Type: Friendship

Source: Children’s Storybooks Online

Link: http://www.sniffyandfluffy.com/?page=0 Words: 171

Sentences: 21

Readability: Passive Sentence 4%

Flesch-Kincaid Grade Level Score: 9.0

(2) Digitalized printed picture books with in-built digital features Title: Harry the Dirty Dog

Author: Gene Zion

Illustrator: Margaret Bloy Graham Type: Family

Source: Storyline Online

Link: http://www.storylineonline.net/harry-the-dirty-dog/

Words: 467 Sentences: 43

Readability: Passive Sentence 0%

Flesch-Kincaid Grade Level Score: 9.0

(3) Book-like configuration with multimedia enhancement Title: Abra Cadabra and the Tooth Witch

Author: Nurit Karlin Illustrator: Nurit Karlin Type: Adventure

Source: Tumble Book Library Link:

http://www.tumblebooklibrary.com/ViewOnline.aspx?Is5=false&ProductID=40 Word: 401

Sentence:53

Readability: Passive Sentence 1%

Flesch-Kincaid Grade Level Score: 9.0

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(4) Specially made in the digital format Title: The Dot

Author: Reynolds, Peter Illustrator: Reynolds, Peter Type: Encouragement Source: BookFlix

Link: http://bkflix.grolier.com.ezproxy.tphcc.gov.tw:2048/p/node-33985/bk0028pr Word: 331

Sentence: 46

Readability: Passive Sentence 0%

Flesch-Kincaid Grade Level Score: 9.0

Lesson Plan for the First to the Fourth Lesson Shared Reading (1st session)

Warm-up (5 mins)

The teacher showed the illustration from the covers or the main page to activate students’ awareness and interests. The researcher attempted to build up students’ background knowledge as well as stimulated their curiosity and prediction for the story. Prompt questions and lesson observations were both needed to give comprehensible information and negotiate meaningful ideas.

Worksheet and student written feedback were delivered before the reading session.

Guided Reading (25 mins)

In the first session of reading, the teacher explained and demonstrated explicitly some basic multimodal features for participants to get familiar with and encouraged them to practice those functions while reading in the second section, extensive reading.

After the technical demonstrations, the teacher played the content automatically for students to skim the text and then asked one or two students what they realized.

After that, the teacher shared the reading with participants by scaffolding the electronic picture books page by page, elaborating some significant details, and asking relevant questions to assure participants’ comprehension without getting lost.

During the process, the teacher asked some questions to elicit feedback from the students and turn off some distracting multimedia functions if they were not helpful in guided reading.

After the teacher’s explanation, the teacher played the electronic picture book one more time, or asked one student to help play the electronic picture book again.

Wrap-up (5 mins)

The teacher summarized the story of the English electronic picture books provided by the teacher in the beginning or asked some volunteers to orally make a brief summary.

The teacher also reminded students to finish the worksheet and hand in the next lesson.

Self-report (10 mins)

The students were expected to express their ideas in the student written feedback.

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Extensive Reading (2nd session) Warm-up

(5mins)

According to today’s category, the teacher provided some resources for the students to autonomously choose one English electronic picture book.

Students were told that they would have to choose at least one digitalized picture book in English based on their interests and filled in another self-report after reading this book. Moreover, they would be needed to share one of the books with the whole class.

Worksheet and self-report forms were delivered in advance.

Free Reading (30 mins)

In the second session of reading, participants were given free time for rereading the electronic picture books on their own by controlling the pace of the texts, utilizing the multimedia functions, and interacting with extra activities if provided. Otherwise, they were expected to do self-exploration so that they could choose English electronic books at their own options.

Wrap-up (10 mins)

The students were expected to express their ideas in the worksheet and student written feedback.

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Appendix F

Worksheet for Shared Reading Shared Reading

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在文檔中 九年級生使用英語電子繪本之可供性探究 - 以新北市一所私立中學為例 - 政大學術集成 (頁 176-181)