This study used a 2 (advance organizers: paragraph vs. item) ¡Ñ 2 (story structures: hierarchical vs. sequential) experimental design to explore the effects of advance organizers and story structures on fifth graders¡¦ reading comprehension. The results were listed as following:
1. No matter the hierarchical story structure or the sequential story structure, students receiving the paragraph advance organizer recalled better on the total number of words and the idea units than the students receiving the item advance organizer.
2. The different advance organizers had different effects on students recall. Students receiving the paragraph advance organizer had a better recall on the main ideas, comprehension level 1, Comprehension level 2, and causal chain than students receiving the item advance organizer.
3. For the hierarchical story structure, students who receiving the paragraph advance organizer had a better recall on the detailed ideas and sequential recall than students receiving the item advance organizer. For the paragraph advance organizer, students receiving the hierarchical story structure had a better recall on the detailed ideas and sequential recall than students receiving the sequential story structure.
4. For the recall on dead-ends information, on the hierarchical story structure, students receiving the paragraph advance organizer had better recall than students receiving the item advance organizer. Also, on the item advance organizer, students receiving the sequential story structure had better recall than students receiving the hierarchical story structure.
5. The different advance organizers and story structures had effects on students¡¦ inferential ability. On the hierarchical story structure, the paragraph advance organizer performance surpassed in the item advance organizer. On the item advance organizer, students receiving the sequential story structure had better performance on the inference than students receiving the hierarchical story structure.
6. The different advance organizers had different effects on the literal comprehension. Students receiving the item advance organizer had better performance on the literal comprehension than student receiving the paragraph advance organizer.
The different advance organizers and story structures have different effects on students¡¦ reading comprehension. Thus, teachers should to choose different advance organizers to present the reading material depends on the structure of the reading materials. Also, teachers should choose the story structure of the reading material based on which ability that students need to be strengthened.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0831109-113640 |
| Date | 31 August 2009 |
| Creators | Lin, Yi-feng |
| Contributors | Yuht-Suen Tzeng, Yi-Chen Wu, Chien-Chi Yeh |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0831109-113640 |
| Rights | restricted, Copyright information available at source archive |
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