Effects of the Scaffolded Reading Experience Using Electronic Storybooks on Reading Comprehension of Fifth Graders
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Abstract
The objectives of this study were: 1) to examine the effects of scaffolded reading experiences using e-storybooks on the reading comprehension of fifth-grade students, and 2) to investigate students’ opinions toward learning English through scaffolded reading experiences using e-storybooks. The samples consisted of 30 fifth-grade students from a private school in Mueang Chaiyaphum District, Chaiyaphum Province. They were selected through cluster random sampling. The research instruments included lesson plans based on scaffolded reading experiences using e-storybooks, an English reading comprehension test, and a student opinion questionnaire. The data were analyzed using percentage, mean, standard deviation, and dependent-samples t-tests.
The findings revealed that the students’ post-test mean score for reading comprehension was significantly higher than the pre-test score at the .05 level. In addition, the students expressed highly positive opinions toward learning English through scaffolded reading experiences using e-storybooks, with the overall level of agreement rated as “strongly agree.” The study indicates that scaffolded reading experiences using e-storybooks can effectively enhance students’ reading comprehension.
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