Although substantial research has been conducted into reading strategies, the difference between the reading strategies the students think they learn in class and the reading strategies the teacher considers she teaches is given little critical attention in the academic world. This study aims to investigate the relationship between non-English major students’ application of seven reading strategies for the CET-6 test and the teacher’s formal instruction in these with a view to improving teaching practices at university level.   A reading comprehension test and a questionnaire were given to 16 non-English major sophomore graduate students to establish what reading strategies are most and least utilized by students. A questionnaire was also presented to the teacher to ascertain what reading strategies she had taught. It is established that there are differences in the students’ and the teacher’s perceptions of what reading strategies have been taught and their suitability in the CET-6 reading comprehension text.

This is an Action Research. The purpose is to understand that if there is any change within the student¡¦s reading comprehension and how the condition of using the Reading comprehension strategy is by accepting the methods of Reciprocal Teaching. This research does the survey on the class of 32 students in one elementary school in Kaohsiung City through the instructions of Reciprocal Teaching on Reading comprehension strategy within 20 weeks. Before teaching, the researcher used ¡§ Reading Comprehension Screening Test ¡¨, ¡¨ Chinese Reading Comprehension test for Elementary school students ¡¨ and ¡§ Reading Comprehension Strategy Scale for Senior Students of Elementary School ¡¨ to confirm the students¡¦ performance on reading comprehension. After teaching for 20 weeks, the researcher used two copies of tests designed by the teacher herself and ¡§Reading Comprehension Strategy Scale for Senior Students of Elementary School¡¨ to understand the students¡¦ different performances after using the reading comprehension strategy. The conclusion is as below. First, after accepting the Reciprocal Teaching instruction, the most significant influence is inferential comprehension and text base comprehension. The ability of questioning is less effective. The effect of summarization and the literal comprehension are much weaker. Second, after accepting the Reciprocal Teaching instruction, the students use the variety of prediction strategies most frequently. The second is the usage of clarification. The last is the application of the summarization and questioning strategies.

This study is an action research on the application of concept mapping to improve English reading comprehension ability. It was assessed the effectiveness by utilizing the reading curriculum infusing concept mapping. The purposes of this study is promote junior high school students in educational priority area project who implemented concept mapping into the English reading instruction, also took an action research on curriculum development and did some reflection through action research. The object of the study is 21 students in the first grade of junior high school through the instructions of Concept Mapping Teaching on reading curriculum within 20 weeks. The origin of textbook is the fifteen units of Han Lin Publishing Co., Ltd and Festivals around the world of Oxford University Press. Conclusions¡G 1. Concept mapping teaching model should be processed in proper sequences including the readability level and students¡¦familiarization of the topics and fifty words text that is good for learning motivation in junior high school students in educational priority area project. 2. Students¡¦ difficulties in Concept mapping were their insufficient vocabulary and weren¡¦t identify the lower level of the text structure. They were lack of cultural stimulation that made a great impact on reading comprehension. Vocabularies mastery training was needed. Concept changing of the students with low achievement was notably influences by their classmates.This study show that small-group discussion can be a good way to find out their wrong concept in the light of others and then amend their thought in the small group discussion. 3. Concept mapping is helpful for students on getting key points, summary and detailed exposition.It can also improve students¡¦ ability on literal comprehension and inferential comprehension. 4. Teaching skills continusously improve through the action research. Concept mapping strategy could continuously embed in the regular reading classes for a long-term effect.Teachers can expand the scope of the research to other grades to study students¡¦ performance with different instructors.

Younger and older adults’ susceptibility to the continued influence of inferences in memory was examined using a paradigm implemented by Wilkes and Leatherbarrow. Research has shown that younger adults have difficulty forgetting inferences they make after reading a passage, even if the information that the inferences are based on is later shown to be untrue. The current study examined the effects of these inferences on memory in the lab and tested whether older adults, like younger adults, are influenced by the lingering effects of these false inferences. In addition, this study examined the nature of these inferences, by examining younger and older adults’ subjective experiences and confidence associated with factual recall and incorrect inference recall. Results showed that younger and older adults are equally susceptible to the continued influence of inferences. Both younger and older adults gave primarily remember judgments to factual questions but primarily believe judgments to inference questions. This is an important finding because it demonstrates that people may go against what they remember or know occurred because of a lingering belief that the information might still be true. Also, the finding that participants do actually give more believe responses to inference questions is important because it demonstrates that there is a third state of awareness that people will readily use when making inferences. Participants were also more confident when making remember and know judgments compared to believe judgments. This is an interesting finding because it supports the theory that both remember and know judgments can be associated with high confidence.

The purpose of this study is to investigate the effects of using different teaching strategies to promote elementary students¡¦ reading comprehension and metacognition. A nonequivalent pretest-posttest design was conducted in this study. Three fifth grade classes from Kaohsiung City were assigned to two experimental groups and one comparison group. The first experimental group students were taught by Direct Instruction; the second experimental group were taught by Reciprocal Teaching; and the comparison group students studied the same topic and content without any other extra teaching strategy. The extra teaching strategies were contiguously conducted for 12 weeks for a total of 24 classes on both experimental group student classes; furthermore, 2 sessions of teaching instruction were added. The investigator first conducted the Chinese Llanguage bility Test to determinine the experimental group students¡¦ reading ability. In addition, two reading comprehension instruments were used to assess the students¡¦ progress during pre-and-post teaching span. The researcher conducted multiple variance of analysis (MANOVA) and analysis of covariance (ANCOVA) for statiscal analyses. Finally, the main findings are as follows: (1) The experimental group students¡¦ reading comprehension ability was significantly different from the comparison group students¡¦; whereas there was non-significant difference between two experimental group students. (2) The experimental group students who were introduced to Reciprocal Teaching significsantly improved on their metacognition. (3) There were significantly interactions between different teaching strategies and students¡¦ reading abilities, it was found that students with moderate reading comprehension ability made significant improvement under the Reciprocal Teaching Strategy. (4) Among the 4 different reading comprehension methods taught, students use questionaiere methods the most. This research focuses on the effects of different teaching methods on the performance of the reading ability among elementary students and can provide as a reference for future studies.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 149-166).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 50-55).

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 139-150). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3045090.

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-119). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--State University of New York at Binghamton, Department of Comparative Literature, Translation Studies, 2009. / Includes bibliographical references.