|Author's Email Address
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|Type of Document
||Action Research on Effects of Reciprocal Teaching|
on Reading Comprehension for Students
|Date of Defense
||reading comprehension strategies
||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.
||Chin-Ya Fang - chair|
Chiu-Hui,Wu - co-chair
Pei-Yi, Chou - advisor
indicate in-campus access in a year and off_campus not accessible|
|Date of Submission