This work examines differences in r

This work examines differences in reading attitude, reading comprehension, and use of reading strategy in an active reading context
between collaborative reading with the proposed CRAS-RAIDS support and collaborative reading with traditional paper-based reading
annotations and face-to-face discussion. Therefore, the independent variable was either collaborative reading with CRAS-RAIDS support or
collaborative reading with conventional paper-based reading annotation and face-to-face discussion for two selected Progress in Inter-
national Reading Literacy Study (PIRLS) articles. Dependent variables are reading attitude, reading comprehension, and the use of reading
strategies. Reading attitude is assessed using three components

結果 (繁體中文) 1:

這項工作檢查差異在閱讀態度、 閱讀理解和閱讀策略在積極閱讀上下文中使用擬議的評級機構突襲支援協作閱讀和協作閱讀與傳統紙質閱讀之間注釋和麵對面的討論。因此，引數是評級機構突襲支援要麼協作閱讀或合作閱讀與傳統紙質閱讀批註和麵對面的討論，為兩個選定的進展在國際米蘭-國家閱讀識字研究) 的文章。因變數是閱讀態度、 閱讀理解和閱讀使用戰略。閱讀態度被評估使用三個元件

結果 (繁體中文) 3:

這項工作探討閱讀態度、閱讀理解的差异，在一個積極的閱讀脉络
之間協同閱讀該cras-raids支持和協同閱讀與傳統紙質閱讀的
注釋和面對面的討論閱讀策略的使用。囙此，引數是協同閱讀cras-raids支持或
與傳統的紙質閱讀協同閱讀注釋和面對面的討論兩選擇進展間
國民閱讀素養研究（PIRLS）的文章。因變數是閱讀態度、閱讀理解和閱讀策略的使用。使用三個組件的閱讀態度進行評估