The development of Collaborative Strategic Reading (CSR) instruction using electronic children’s picture books for fifth grade students

The objectives of this research were to develop Collaborative Strategic Reading (CSR) instruction using electronic children’s picture books. The subjects were 32 fifth graders studying at Piboonbumpen Demonstration School Burapha University and enrolling in an English Foundation Course in semester 1, academic year 2011. The instruments used in this research were the English reading ability tests, students’ opinion logs, and opinion questionnaire. The data were analyzed using descriptive statistic and content analysis. The finding of the study revealed that: (1) the components of Collaborative Strategic Reading (CSR) instruction using electronic children’s picture books were consist of 3 components: 1) lesson plans 2) scope and sequences, and 3) evaluation. (2) the effectiveness score of CSR instruction using electronic children’s picture books were at 86.37/85.10, which was higher than the hypothesis setting criteria 80/80. (3) the mean score from the questionnaire eliciting students’ opinions toward CSR instruction using electronic children’s picture books was found positive with the mean score of 4.16 (S.D. = 0.710). These findings confirm that CSR instruction using electronic children’s picture books positively affects students’ reading ability.本研究旨在开发基于电子儿童绘本的协作式策略阅读（Collaborative Strategic Reading，CSR）教学方案。研究对象为2011学年第一学期就读于布拉帕大学皮布恩本彭示范学校、修读英语基础课程的32名五年级学生。本研究采用的工具包括英语阅读能力测试、学生意见日志与意见调查问卷。数据分析采用描述性统计与内容分析法。研究结果表明：(1) 基于电子儿童绘本的协作式策略阅读教学方案包含三大组成部分：1) 教案；2) 课程范围与进度安排；3) 评价体系。(2) 该教学方案的有效得分分别为86.37/85.10，高于预设的80/80判定标准。(3) 针对该教学方案的学生意见调查问卷平均得分为4.16（标准差S.D. = 0.710），反馈呈积极态势。上述研究结果证实，基于电子儿童绘本的协作式策略阅读教学可对学生的阅读能力产生积极影响。