A Investigation of Reading Comprehension cores ,and Strategies of Students with Different Reading Abilities on the Text of the Different Grade Reading Levels and Literary Styles.

• Main Authors: Chia-Ling Wang, 王佳玲
• Other Authors: Tair-Jye Chou
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/76899013696592324550

碩士 === 國立彰化師範大學 === 特殊教育研究所 === 89 === 　　The purposes of this study were to compare the differences between students of good reading abilities and reading disabilities on reading comprehension scores and strategies used. 　　The subjects were six fourth grade students at Taichung Municipal Chyaushiaw Elementary School, including three students with good reading abilities and three students with reading disabilities. 　　The quantitative data collected during the individual readings of different grade reading levels (second, fourth and sixth grade) and different literary styles (narrative and expository text) in Cloze procedures were analyzed by using mixed-effects ANOVA model. The qualitative data collected during the individual interview were analyzed by using modified analysis and constant comparative analysis. 　　The results were summarized as follows: 1. The lower the grade reading levels, the higher the reading comprehension scores of students are. 2. There was no significant difference between the scores of the narrative and expository text on readings of different literary styles. 3. The reading comprehension abilities of students with good reading abilities were better than the students with reading disabilities both on the different grade reading levels and different literary styles. 4. The reading comprehension strategies used by these two groups students were inconsistent. The most comprehension strategies used by students with good reading abilities were forward and backward cues and neighboring phrases. The strategies used by students with reading disabilities were reasoning meaning and neighboring key words. 5. The comprehension strategies of different grade reading levels used by students with good reading abilities were consistent, including forward and backward cues, involving role, neighboring phrases, and prior experience. The strategies used by students with reading disabilities were inconsistent except the reasoning meaning, forward and backward cues, and neighboring phrases. 6. The comprehension strategies used by students are not influenced by the different grade reading levels. 7. The different comprehension strategies of the narrative and expository text used by students with good abilities are involving role and prior experience. The different comprehension strategies of the narrative and expository text used by students with reading disabilities are noticing title and involving role. 8. The comprehension strategies used by students are not Influenced by the different . literary styles.