Because little was known about second language online collaborative reading, this study explored the application of an online annotation affordance, analyzing the processes and products of how Taiwanese schoolchildren used notetaking and sharing functions to develop their English reading comprehension. Fifth-grade students (N = 83) from three English classes were randomly assigned to three reading conditions: read-only (i.e., individual reading without making any annotation), individual annotation (i.e., making annotations for their own use), and collaborative annotation (i.e., making and sharing annotations on their reading experience with others while reading) for three reading sessions. Data sources included a background survey, reading comprehension tests (free recall and cued recall), reading affect surveys, students’ annotations, text-based stimulated recall protocols, and a survey about the frequency of online support consultation. Results of quantitative and qualitative analyses showed that there was no statistically significant difference among the reading groups in their free recall and cued recall performance, their reading enjoyment and engagement, and their perceptions of the reading activity’s helpfulness for reading comprehension. Despite the lack of overall significant difference in reading affect, the collaborative annotation group increased their affect levels across the reading sessions, and significantly raised enjoyment levels between first and second sessions. Supplementary analyses found that the relationship between the amount of annotation and students’ reading comprehension scores was positive but did not reach a statistically significant level. Additionally, the more often the participants consulted online resources, the lower were their cued recall scores. As for the functions served by students’ annotations, nine categories were identified. The most prevalent function for the individual annotation group was “Translations,” whereas “Responses to Peers” was the most frequent category for the collaborative annotation group. The amount of interaction with peers was positively associated with cued recall scores and negatively associated with amount of use of translation annotations. Analysis of processes revealed that students were different in how they read online and used annotations. Students provided multifaceted reasons for why they did or did not make annotations and reply to peers while reading, and for why they liked or disliked the online reading activities. / text

In a small, mixed method study, fifteen second grade students in one classroom in a low socioeconomic school were recruited to study their motivation in reading and writing and to see if their motivation improved with a collaborative reading-writing project. These fifteen children were given a pre-survey on their motivation to read and write to determine how they felt before the collaborative reading-writing project was started. As students completed their portion of the project, they were given the same survey questions as a post-evaluative tool. The researcher also interviewed students to get a more in-depth understanding on their feelings about reading and writing as well as their feelings about the collaborative project. Analysis of observations, pre- and post-surveys and interviews showed that the biggest motivation was the social interaction among students. The researcher hopes that through this analysis administrators can make positive changes in our schools and language arts curriculums.

Dyad reading, a modified version of the Neurological Impress Method, does not seem to be widely used, although it appears to have the potential to support students at multiple levels of reading proficiency. Dyad reading was implemented in this study with two second-grade English Learners (ELs) paired with English-proficient partners using both fiction and nonfiction texts. This qualitative study employed an action research method, using the following data sources: video observations, student interviews, weekly dyad observations, anecdotal notes, and weekly written reflections.This study reveals that implementing dyad reading is complex. Participants needed modeling and practice with dyad reading procedures, but they learned them over time. The nature of the relationship between partners dramatically affected their dyad reading experience. Each partner had unique strengths and weaknesses that either helped or hindered the collaborative process. The participants, who had limited exposure to nonfiction texts prior to the study, indicated a clear understanding of and appreciation for both fiction and nonfiction. Of these two major genres, nonfiction provided more opportunities for partners to interact and have discussions during dyad reading. ELs appeared to grow in confidence as readers and experienced a sense of satisfaction and success. Adaptations made during the study that improved dyad reading for participants included having daily class discussions, using book logs to increase student accountability, refreshing the classroom library often, and encouraging more discussion between partners about texts.Dyad reading can be used successfully with second-grade ELs who are assisted readers. Participants recognized the value of having competent lead readers who could help them with their reading and with whom they could share the reading experience. Action research methodology provided opportunities to make changes as needed throughout the study. Some adaptations for future practice emerged. Foremost among these recommended adaptations is the inclusion of two additional dyad reading procedures: preview and plan, and stop and share.

本研究發展可以在任意網頁上進行閱讀標註之合作式閱讀標註系統，並透過探勘集體智慧方式，在合作式閱讀標註系統上發展「優質標註萃取」及「達人標註萃取」機制，來輔助學習者進行數位文本閱讀學習，以達到提昇閱讀理解成效的目的。此外，本研究也進一步探討透過「優質標註萃取」及「達人標註萃取」機制過濾掉一部份品質較差的標註，是否可有效降低閱讀標註文本時產生的認知負荷。 本研究將學習者分成實驗組1（達人標註）、實驗組2（優質標註）與控制組（所有標註）三組，並分別進行約80分鐘的合作式閱讀標註學習活動。其中控制組的成員採用「呈現所有標註之合作式閱讀標系統」支援閱讀學習；而實驗組1的成員則透過「呈現達人標註之合作式閱讀標註系統」來進行閱讀學習；實驗組2則透過「呈現優質標註之合作式閱讀標註系統」來進行閱讀學習。合作式閱讀標註活動要求學習者在指定時間內閱讀本研究指定的文本（化學科普之文章），同時利用「合作式閱讀標註系統」進行閱讀標註撰寫與分享。閱讀標註活動結束後，學習者將進行所閱讀文本之閱讀理解評量以及認知負荷量表填寫，據此瞭解學習者的閱讀理解成效及認知負荷程度。 研究結果顯示，採用具有「優質標註萃取」機制所得標註支援閱讀學習，有助於過濾品質不佳的閱讀標註，並提供更簡潔易找尋之優質標註支援閱讀學習，進而提昇閱讀理解成效，由於閱讀時更容易找到所需的優質資訊，因此亦較有助於提昇學習者不同面向概念的閱讀理解成效；此外，本研究基於每位學習者的有效標註，在考量標註層次及標註數量下，評估每位學習者的“標註能力”，採用優質標註支援閱讀學習的實驗組2（優質標註）學習者中，標註能力越高的學習者，其閱讀理解成效也較佳；而本研究將學習者依照閱讀理解後測成績高低，分成高分組及低分組後顯示，控制組（所有標註）與實驗組2（優質標註）的組別中，均呈現出低分組學習者的認知負荷顯著高於高分組學習者的現象；除此之外，本研究比較三組採用不同標註呈現方式之合作式閱讀標註系統進行閱讀學習之學習者時，結果發現，採用三種不同閱讀標註呈現方式組別學習者之認知負荷無顯著差異。 最後，本研究歸納研究者在研究過程及結果中之發現，提出發展結合合作式閱讀標註的有效閱讀學習策略、探討各類型標註眼動行為對於閱讀理解成效影響與擴展合作式閱讀標註系統支援行動閱讀學習等未來研究議題之初步架構，供後續研究參考以進行更深入之探究。 / A Collaborative Reading Annotation System, which can be randomly proceeded reading annotations on any web pages, is developed in this study. Furthermore, Quality Annotation Extraction and Master Annotation Extraction are developed on the Collaborative Reading Annotation System by mining collective intelligence for assisting learners in proceeding reading digital texts and promoting the reading comprehension performance. The effect of removing some bad-quality annotations through Quality Annotation Extraction and Master Annotation Extraction on reducing the cognitive load when reading annotation texts is further discussed in this study. The learners are divided into Experiment Group 1 (Master Annotation), Experiment Group 2 (Quality Annotation), and Control Group (All Annotation) for 80-minute collaborative reading annotation learning. Control Group uses Collaborative Reading Annotation System with all annotations for promoting reading; Experiment Group 1 proceeds reading through Collaborative Reading Annotation System with master annotations; and, Experiment Group 2 applies Collaborative Reading Annotation System with quality annotations to reading. The learners are requested to read the assigned texts (articles of popular science in chemistry) in the assigned period and write and share the reading annotations with the Collaborative Reading Annotation System. Afterwards, the learners are evaluated the reading comprehension of the texts and fill in the cognitive load scale for understanding the reading comprehension performance and the cognitive load. The research results show that utilizing the annotations acquired by Quality Annotation Extraction for promoting reading could filter out unfavorable reading annotations and provide quality annotations, which are more easily searched for promoting reading, to further enhance the reading comprehension performance. Since the quality information can be more easily searched, it could better assist learners in promoting reading comprehension performance in various aspects. Moreover, based on the valid annotations of each learner, the annotation ability is evaluated the annotation level and quantity. Learners with higher annotation ability in Experiment Group 2 (Quality Annotation) present better reading comprehension performance. Based on the reading comprehension post-test results, the learners are divided into high-score and low-score groups. The cognitive load of low-score learners in both Control Group (All Annotation) and Experiment Group 2 (Quality Annotation) is higher than it of high-score learners. Besides, the cognitive load among the three groups applying the Collaborative Reading Annotation System with different annotations to reading does not appear significant differences. Finally, developing effective reading strategies with Collaborative Reading Annotation, discussing the effects of various annotations on reading comprehension performance, and expanding Collaborative Reading Annotation System for promoting mobile reading are proposed as the preliminary framework for future research, with which in-depth exploration could be preceded in successive research.

Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.