TY - GEN
T1 - Improving reading comprehension using the cooperative mind mapping summary strategy
AU - Kao, Gloria Yi Ming
AU - Cheng, Ju I.
AU - Tsai, Chin Chung
N1 - Publisher Copyright:
© 2017 Asia-Pacific Society for Computers in Education. All rights reserved.
PY - 2017
Y1 - 2017
N2 - Becoming an effective reader requires cultivating habits of extensive reading and acquiring efficient reading strategies. This study investigated the reading comprehension performance of learners with three different reading summary strategies: "cooperative mind maps," "co-text," and "individual mind maps." Participants were 272 high school students. The result showed that the "cooperative mind map group" significantly outperformed the “individual mind map group,” indicating that the group discussion process is essential to build deeper comprehensive understanding of the reading material, given the same condition of using the mind mapping tool to write summaries. Our major results showed that combining group discussion with a mind map as a visual summary writing tool is the most beneficial approach for improving students' reading performance. In addition, through the summary construction process using the mind mapping tool rather than a simple text tool, students could better identify important concepts, think about relationships and hierarchies between concepts, and thus developed a better ability to organize and understand the reading content.
AB - Becoming an effective reader requires cultivating habits of extensive reading and acquiring efficient reading strategies. This study investigated the reading comprehension performance of learners with three different reading summary strategies: "cooperative mind maps," "co-text," and "individual mind maps." Participants were 272 high school students. The result showed that the "cooperative mind map group" significantly outperformed the “individual mind map group,” indicating that the group discussion process is essential to build deeper comprehensive understanding of the reading material, given the same condition of using the mind mapping tool to write summaries. Our major results showed that combining group discussion with a mind map as a visual summary writing tool is the most beneficial approach for improving students' reading performance. In addition, through the summary construction process using the mind mapping tool rather than a simple text tool, students could better identify important concepts, think about relationships and hierarchies between concepts, and thus developed a better ability to organize and understand the reading content.
KW - Cooperative learning
KW - Individual learning
KW - Mind map
KW - Reading comprehension
KW - Reading strategy
UR - http://www.scopus.com/inward/record.url?scp=85053876690&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85053876690&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85053876690
SN - 9789869401265
T3 - Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings
SP - 249
EP - 251
BT - Proceedings of the 25th International Conference on Computers in Education, ICCE 2017 - Main Conference Proceedings
A2 - Mohd Ayub, Ahmad Fauzi
A2 - Mitrovic, Antonija
A2 - Yang, Jie-Chi
A2 - Wong, Su Luan
A2 - Chen, Wenli
PB - Asia-Pacific Society for Computers in Education
T2 - 25th International Conference on Computers in Education, ICCE 2017
Y2 - 4 December 2017 through 8 December 2017
ER -