Name : Shelo Marie Garcia

Section : STEM 12-15

Notecard On Related Literature

AREAS Study 1 Study 2 Study 3 Study 4 Study 5

Author/s Parlindungan Rafaket .Silas Gal Ben- Soonhwa

Pardede Ackerman, Marques Yehudah, Seok,
Tirza Yoram Boaventur
Lauterman Eshet- a DaCosta
Alkalai

Research "EFL Theory Taking The e-T Perception

Title and Practice: reading contribution extbooks s and
An comprehen of text- Usage b Preferenc
Introduction" sion exams highlighting y Students es of
"EED UKI's on screen to at Andr Digital and
Voice" or on comprehens ews Univ Printed
paper? A ion: A ersity: A Text and
metacogniti comparison Study of Their Role
ve of e-T in
analysis of print and extbooks Predicting
learning digital Usage b Digital
texts under reading y Students Literacy
time at Andr
pressure ews Univ
ersity: A
Study of
A
ttitudes, P
er
ceptions,
and Beha
viors
Objectives This article This study The aim of The main .The
outlines and aims to this study objective objective
reviews disentangle was to was to of this
recent digital technology- examine the identify the study was
research related influence of student’s to (a)
discoveries factors and text- acceptance investigate
and ideas. cognitive highlighting level and teenagers'
Reading in factors on different their reading
an EFL involved in levels of attitudes and impression
environment the reading behavior s of digital
to provide a medium’s comprehens towards e- and
stronger effect on ion. To textbooks printed
theoretical MLR. achieve this (and e- text, and
foundation aim, a tailor- books in (b) look at
for the use of made general), how they
digital texts reading independentl read
in the comprehens y whether or digital and
classroom. ion not printed
Reading questionnair their text.
completion e was used, teachers had (c) explore
programs which recommend correlation
The topic in consisted of ed or s between
this article two types of required the
begins with a questions their use. reading of
comparison. designed to digital and
The topic tap different printed
then moves levels of material,
on to the understandi based on
results of ng: their
major memorizatio preference
studies on n of facts s.
the impact of stated in the (d)
digital essay establish
reading on (literal predictors
children's questions) of digital
development and propensity
, students' inferential based on
and processing reading
teachers' based on behaviour
impressions essay for both
of digital content and digital and
texts, and prior printed
techniques knowledge material.
to interpret (inferential It's true.
them. questions). The
findings of
 this study
are
expected
to aid
educators,
practitione
rs,
researcher
s, and
policymak
ers in their
work.
Incorporati
ng digital
activities
into the
classroom
is a must.

Hypotheses Various The major Based on a This report Given the

studies goal of this review of summarizes significanc
comparing experiment the the findings e of study
the effect of was to literature, of a large- into the
reading assist in the this study is scale study link
digital texts decision- the first to conducted to between
versus making directly learn more digital and
printed texts process compare the about traditional
to between effect of text Students at literacy,
reading two highlighting Andrews the goal of
speed, different on reading University this project
accuracy options. comprehens use e-books is to
and Ackerman ion of a in different The goal
comprehensi & printed text ways and of this
on have Lauterman, relative to a have study was
been carried A digital text different to (a)
out since the metacogniti opinions investigate
1980s. As ve regarding youths'
stated examinatio them. One reading
previously, n of crucial point impression
these studies learning to consider s of digital
showed texts under The study and
inconsistent temporal looked into printed
results. The constraints how text, and
majority of by adding students' (b) look
early the learning is into
studies interrupted affected by (c) explore
 showed that explanation the use of e- correlation
print reading s for the books. s between
was superior identificatio the
to digital n of screen reading of
reading in inferiority digital and
terms of under time printed
speed, pressure material,
accuracy, condition based on
and for their
comprehensi research In preference
on, while the this s.
rest studies circumstan (d)
reported ce, there establish
insignificant were no predictors
differences. differences of digital
between propensity
OSL and based on
OPL. In reading
Furthermor behaviour
e, the for both
extensive digital and
use of printed
highlighting material.
and note- It's true.
taking on a The
computer findings of
screen this study
deviates are
from a expected
traditional to aid
approach. educators,
The practitione
application rs,
of these researcher
tactics as a s, and
source of policymak
screen ers in their
inferiority is work.
problematic Incorporati
. ng digital
activities
into the
classroom
is a must.

Research Digital texts Researcher A reading James White The

Methods are one of s have put comprehens Library did research
the most a great deal ion test was study in this was
significant of effort into used in the setting to carried out
components. comparing experiment, better in 2014 at
As a result, various and it was understand seven
researchers computeriz given in four how public high
have looked ed distinct Students at schools in
into the presentatio ways. Andrews the Seoul
reading of n conditions. University area of
digital texts conditions We were using South
in so as to employed a e-textbooks Korea.
comparison identify between- purchased The
to print texts those that subjects from the The
from a enable design with university's schools
variety of better two bookstore. were
perspectives. learning independent a bookstore chosen
The four outcomes variables: because
major and reading they
themes of subjective media (print, concentrat
studies on preference electronic), ed on
digital (Bias, and reading college
reading in Larson, time entrance
terms of Huang, (hours). exams
reading Aumer digital) as and
comprehensi Ryan, & well as the placed a
on are the Montesclar usage of heavy
nature of os, 2010; underlining emphasis
digital Dyson & (with, on the
reading and Haselgrove without). usage of
text in , 2001; Participants technology
comparison Potelle & were .
to Rouet, randomized They
conventional 2003; to one of include
reading and Ramadan, three English in
printed text, Mohamed, groups at their
the effect of & El Hariry, random. curricula
digital 2010; There were and have
reading on Sanchez four a high
reading & experimenta percentag
comprehensi Branaghan, l conditions: e of pupils
on and 2011). print reading accepted
students, However, with text to
teachers' evidence is highlighting prominent
perceptions beginning (P+), digital universitie
of digital to reading (D), s.
reading, and accumulate and a universitie
the ways or that combination s.
strategies of something of the two.
reading other Print
digital texts. than reading with
technology- text
related highlighting
factors is at (D+), print
work here. reading
This without text
evidence highlighting
suggests (P-), and
that people print reading
activate without text
less highlighting
effective (P-)
reading Text-
habits on highlighting
screen than is not used
on paper in digital
(Liu, 2005; reading
Morineau, (D-). The
Blanche, dependent
Tobin, & variables
Guéguen, are listed in
2005). The the table
present below.
paper joins Section on
a small but Materials
growing (2.3).
body of
studies
which have
examined
medium
effects on
the
cognitive
processes
involved in
learning
(e.g.,
Eshet-
Alkalai
& Geri,
2007, 2010;
Garland &
Noyes,
2004;
Jones,
Pentecost,
& Requena,
2005;
Morineau
et al., 2005;
Tewksbury
& Althaus,
2000).
Specifically,
the present
study
examined
the effect
of the
medium on
metacogniti
ve
regulation
of learning
efforts.
 Major The In Our The first
Findings Information Ackerman results of major The
Foraging and the low development printed
Theory (IFT) Goldsmith’s effect of text s in the field text has a
is a theory (2011) highlighting of e-books larger
that study, the on digital began in the statistical
describes participants media 1970s with significanc
how people did not comprehens Project e than its
gather recruit extra ion Gutenberg digital
information. mental argue that and counterpar
Pirolli effort on these the Oxford t.
proposed the paper claims, as Text
hypertext under time well as the Archive.
theory pressure widespread Project
(2007) despite belief that Gutenberg
their clear digital was founded
paper reading in 1971 by
preference. technology Michael Hart
They only are the at the
performed wave of the University
better when future of Illinois. As
they had Policymaker the use of
control over s should the internet
their study take became
time, an mainstream more
advantage technologie widespread
that was s into in the late
not consideratio 1980s, book
achieved n with vendors
on screen. caution (see (publishers
Thayer et and
al., 2011). aggregators)
Our recognized
findings, like the
those of possibilities
Eshet- of providing
Alkalai & content in
Geri (2010), digital form.
suggest that
the transfer
of learning
techniques,
Text-
highlighting,
for example,
is difficult to
 transfer
from print to
digital
displays.

Conclusions The The effect The It was .Attempts

analyzed of the experiment observed by to define
studies have medium on used a Soules literacy
yet to come the reading reading (2008) and have
to a process comprehens confirmed by proven
conclusion has been ion exam this problemati
about known for a that was research, c due to
whether print long time. administere that not the fact
reading or in terms of d in four every that
digital presentatio different student has literacy is
reading is n (e.g., ways. the constantly
more Dillon, conditions. knowledge, changing.
successful. 1992). A between- the fiscal This
Print Educators, subjects means, the This is
reading, designers, design was actual need especially
according to and others used, with or desire, or true when
several are all two the considerin
research, involved in independent circumstanc g social
outperforms the variables: es to use e- circumstan
digital process. reading books or to ces. This
reading in Advances media (print implement has
terms of in vs. their resulted in
comprehensi technology electronic) features. a re-
on. Other and and reading Some definition
studies software time students are of
found no have been (hours). still learning adolescent
significant anticipated as well as of the identity.
differences for by the use of existence of Investigati
between the educators, italics and an e-book. ons
two modes students, underlining Perhaps towards
of reading, and (with, they have recognizin
while others publishers without). At encountered g
found of random, them, not pedagogic
considerable educational participants known what al shifts in
differences. materials. were to do, and the digital
Reading on would be assigned to chosen informatio
a computer able to one of three something n age and
is superior to overcome groups. else. This learning
reading on the Print something characteri
paper. The obstacles reading with else, stics in the
inconsistent that prohibit text meaning in digital
results are computeriz highlighting most cases - informatio
linked to two ed learning (P+), digital sticking to n age
sorts of from reading (D), the print instruction.
variables, becoming and a mix of books. Some
according to as the two researcher
the enjoyable were the s have
discussion in as four called for
this article. traditional experimenta comparati
First and learning. l conditions. ve
foremost, the Learning on Print investigati
study's paper is reading with ons to
various just as text arrive at
designs. effective. highlighting feasible
However, (D+), print education
other reading al
studies without text solutions.
have been highlighting Adolescen
conducted (P-), and ts' digital
over the print reading and
years, without text printed
including highlighting text
many that (P-) are the practices
have been three types and
published of print perspectiv
in peer- reading (P-) es, as well
reviewed In digital as their
journals. reading, text current
have highlighting performan
recently is not ce level in
questioned employed Predictors
the (D-). and digital
usefulness literacy
of This study
electronic aimed to
learning respond to
environmen such call.
ts, Despite
and cited a the fact
number of that much
concerns more
that could research
restrict their is
utility. required,