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.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0720109-164859 |
| Date | 20 July 2009 |
| Creators | Huang, Yi-ching |
| Contributors | Ying-Yao, Cheng, Zuway-R, Hong, Ping Yu |
| 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-0720109-164859 |
| Rights | not_available, Copyright information available at source archive |
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