Effects of Expository Top-Level Structure Instruction on Reading Comprehension and Text Recollection of Sixth Graders

• Main Authors: Fan Hsueh-mai, 樊雪梅
• Other Authors: Der-Shin Fan
• Format: Others
• Language: zh-TW
• Published: 1995
• Online Access: http://ndltd.ncl.edu.tw/handle/28991712502824518415

碩士 === 國立師範大學 === 教育心理與輔導學系 === 83 === The purpose of this study is to investigate whether or not Expository Top-level Structure Instruction is better than the Conventional Answering and Discussing Questins Instruction with regards to increasing the reading comprehension and recollection of texts by sixth graders. This study used two classes of the sixth grade studen- ts of Hsing Long Elementary School as its subjects;one class was the control group and the other was the exp- erimental group. The control group received Conventio- nal Answering and Discussing Questions Instuction; The experimental group received Expository Top-level Stru- cture Instruction. Each was instucted from three to four classes a week for a total of fourteen classes. Each class period lasted 40 minutes. Nonequivalent-control group design was used for this study. As for the aspect of the effect on reading com- prehension, all of the obtained data was analyzed with the one-way ANCOVA. As for the analysis of the effect on recollection of texts, all of the obtained data was analyzed with the two-way mixed design ANCOVA. The results of the study were:1. As for increasing the sixth graders'''''''' reading comprehension, using the Top- level Structure Instruction was not better than Conve- ntional Answering and Discussing Questions Instruction 2.As for increasing the sixth graders'''''''' expository free recall ability, there exists an interaction effect be- tween the two types of course instruction and the two types of expository top-level structure. 3.As for inc- reasing the sixth graders'''''''' response style expository free- recall ability, using the Top-level Structure In- struction was better than using Conventional Answering and Discussing Questions Instruction. 4.As for increa- sing the sixth graders'''''''' description style expository free-recall ability, using the Top-level Structure In- struction was not better than using Conventional Answ- ering and Discussing Questions Instruction.