How the Usage of the OK4R Reading Platform Relates to Learning Efficacy, Attitude, and Cognitive Development
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| Title: | How the Usage of the OK4R Reading Platform Relates to Learning Efficacy, Attitude, and Cognitive Development |
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| Language: | English |
| Authors: | Hsiao-Ching Yang (ORCID |
| Source: | Journal of Educational Research. 2025 118(2):116-130. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Reading Instruction, Learning Management Systems, Teaching Methods, Comparative Analysis, Cognitive Development, High School Students, Career and Technical Education Schools, Learning Processes, Student Attitudes, Foreign Countries, Instructional Effectiveness, Critical Thinking, Reading Strategies, Printed Materials |
| Geographic Terms: | Taiwan (Taipei) |
| DOI: | 10.1080/00220671.2024.2446905 |
| ISSN: | 0022-0671 1940-0675 |
| Abstract: | Studies indicate that integrating digital tools into reading instruction significantly enhances student learning. The OK4R (Overview, Key Idea, Read, Recall, Reflect, Review) method goes beyond teaching reading techniques by fostering a cyclic process of reading and critical reflection. Through OK4R, learners develop both reading strategies and metacognitive skills for self-assessment. Although OK4R is an earlier reading strategy, its theoretical foundation has a significant impact on enhancing students' learning abilities. This study moves beyond the traditional paper-based and lecture-driven OK4R teaching model by constructing the OK4R Reading Platform, aiming to explore the new significance and value of OK4R instruction under digital assistance. This study introduces the OK4R Reading Platform aimed at improving vocational students' learning efficacy, attitude, and cognitive development. Using a quasi-experimental approach, 90 vocational high school students in Taipei participated, with an experimental group using the Platform and a control group receiving traditional paper-based instruction. After six weeks, including pretest, digital or traditional reading sessions, and post-test, students using the Platform showed significant gains in learning efficacy, attitude, and cognitive development. These findings highlight the potential of digital tools in enhancing vocational education's language instruction. The research questions for this study are as follows: (1) The impact of the OK4R Reading Platform on vocational students' learning efficacy of popular science texts; (2) The role of the OK4R Reading Platform in enhancing vocational students' learning attitude, and cognitive development; (3) A comparative analysis of the effectiveness in improving students' learning efficacy, attitude, and cognitive development between digital-assisted teaching with the OK4R Reading Platform and traditional-print reading teaching; and (4) Students' reactions and suggestions regarding the teaching assistance provided by the OK4R Reading Platform. Through the aforementioned questions, the research team conducted an investigation to understand "how the usage of the OK4R Reading Platform relates to learning efficacy, attitude, and cognitive development in vocational high school students." |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472465 |
| Database: | ERIC |
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| Abstract: | Studies indicate that integrating digital tools into reading instruction significantly enhances student learning. The OK4R (Overview, Key Idea, Read, Recall, Reflect, Review) method goes beyond teaching reading techniques by fostering a cyclic process of reading and critical reflection. Through OK4R, learners develop both reading strategies and metacognitive skills for self-assessment. Although OK4R is an earlier reading strategy, its theoretical foundation has a significant impact on enhancing students' learning abilities. This study moves beyond the traditional paper-based and lecture-driven OK4R teaching model by constructing the OK4R Reading Platform, aiming to explore the new significance and value of OK4R instruction under digital assistance. This study introduces the OK4R Reading Platform aimed at improving vocational students' learning efficacy, attitude, and cognitive development. Using a quasi-experimental approach, 90 vocational high school students in Taipei participated, with an experimental group using the Platform and a control group receiving traditional paper-based instruction. After six weeks, including pretest, digital or traditional reading sessions, and post-test, students using the Platform showed significant gains in learning efficacy, attitude, and cognitive development. These findings highlight the potential of digital tools in enhancing vocational education's language instruction. The research questions for this study are as follows: (1) The impact of the OK4R Reading Platform on vocational students' learning efficacy of popular science texts; (2) The role of the OK4R Reading Platform in enhancing vocational students' learning attitude, and cognitive development; (3) A comparative analysis of the effectiveness in improving students' learning efficacy, attitude, and cognitive development between digital-assisted teaching with the OK4R Reading Platform and traditional-print reading teaching; and (4) Students' reactions and suggestions regarding the teaching assistance provided by the OK4R Reading Platform. Through the aforementioned questions, the research team conducted an investigation to understand "how the usage of the OK4R Reading Platform relates to learning efficacy, attitude, and cognitive development in vocational high school students." |
|---|---|
| ISSN: | 0022-0671 1940-0675 |
| DOI: | 10.1080/00220671.2024.2446905 |
