Engaging Students in Reading Using Knowledge Forum to Enhance Reading Motivation and Deeper Understanding

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Connecting Learning Systems Through Technology

Abstract

This study employs Knowledge Building pedagogy to advance reading motivation and comprehension in an elementary Chinese language arts class. Participants were twenty-four third graders, who spent one class period (i.e., 40 mins) for eighteen weeks in Knowledge Forum to study ten lessons in a reading textbook. Data mainly came from: (1) a reading motivation questionnaire; (2) online interaction logs; and (3) online discourse. The results showed that Knowledge Building was able to enhance children’s reading motivation and their higher-level reading comprehension skills. A correlation was further identified between children’s motivation to read and more advanced online discourse behaviors requiring higher agency. Implications for fostering a motivated reading community that values collective knowledge advancement are discussed.

Authors

• Huang Yao Hong, National Chengchi University

• Yuan-Hsuan Lee, National Tsing Hua University