Think e-Reader: pedagogy-led open educational resources (OER) for metacognitive reading skills among elementary readers
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Research has indicated that reading comprehension is an interactive, constructive, meaning-making process, which entails the use of reading skills and the types of reading materials. In that sense, the presentation of reading text is a valuable and a critical component in developing metacognitive reading skills to comprehend texts. Studies have also found that elementary readers encountered difficulties in comprehending traditional printed texts which contain rigid and static presentation of information. Besides, both experimental and descriptive studies claimed that metacognitive reading skills play an outstanding role in enhancing comprehension in reading. With this ever-growing significance of metacognitive reading skills, this study mainly aimed at developing matacognitive reading skills among elementary readers through the invention of Think e-Reader. Based on the Experiential Learning Theory of David Kolb (1984), Think e-Reader consolidates open educational resources (OER) by transforming reading experiences, including cognition, environmental factors and emotions for deeper cognitive processing. The findings of this study suggested that Think e-Reader has successfully engaged and developed metacognitive reading skills among elementary readers on an average of 40 per cent. The readers were able to provide correct answers for reading comprehension questions and relate their thoughts with the story in open-ended questions. The findings have implications on learning and teaching reading comprehension strategies among elementary readers by tapping into the contemporary online literacy practices.
Material type
Electronic
Notes
Paper presented at the International Conference on Multidisciplinary Research (CMR 2019) (21-22 August 2019, Penang)
Think e-Reader: pedagogy-led open educational resources (OER) for metacognitive reading skills among elementary readers
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Think e-Reader
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