In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.

中文翻译：

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支持四年级学生阅读理解的基于计算机的阅读文本

在一项实验研究设计中，小学四年级学生（n = 60）在本研究中被随机分配到基于计算机的阅读或传统阅读条件下。各组分别在电脑上或以传统形式完成阅读前、阅读中和阅读后的活动。基于计算机的阅读文本包括静态和动画视觉效果和背景声音。每组的学生在六周的时间内完成了一项前测、四篇阅读课文和一次后测：第一周的前测、接下来的四个星期的四篇课文和第六周的后测。结果表明，虽然组的前测成绩没有显着差异，但计算机组的后测成绩明显优于传统组。此外，计算机阅读组四年级学生的阅读理解能力显着提高。然而，传统组学生的阅读理解结果在前测和后测之间没有显着差异。因此，为学生提供多媒体支持的阅读活动对他们的阅读理解有积极的影响。因此，我们建议教师使用个人和视觉支持的基于计算机的阅读文本来提高学生的阅读理解能力。