| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 90 === The purpose of this research is probing into the action research on the early childhood reading comprehension behaviors, through a planned reading teaching among the students of researcher’s class. In this research, the ‘planned reading teaching’ would be divided into two gradations: the prediction strategy teaching is for the first semester, while the reciprocal teaching is for the second semester. Prediction strategy teaching brings the ‘predictive’ strategy into reading via picture writings with obvious clue to prediction, meanwhile, the reciprocal teaching provides more diversified prediction clues in picture writings than the former does for reading teaching, thus the responsibility of self-questioning would be gradually shifted to the students. Moreover, through the actual reading plot, the reciprocal teaching guides students to interpret abstruse words and phrases, gives students a clarifying on the confusing issue of text, as well as exemplify summarizing strategy in an appropriate timing. In other words, by reading conversation, by exemplifying reading strategy that includes self-questioning, clarifying, and summarizing in good time, as well as by gradually shifting the responsibility to children, the purport of the reciprocal teaching research can therefore be constructed on improving the reading comprehension.
The ‘action research’ is the subject of this research. Ever since scheming the action strategy and then taking action, the researcher has studied and analyzed journals; tap recordings, video recordings as well as other reference documents. The conclusion comes out as followings:
1.Early Childhood adopt the prediction strategy to comprehend the text; mostly by the clue from illustrations. And following the management of prediction strategy, we have an evidence of early Childhood’ integration and prediction on reading text.
2.Early Childhood take self-questioning strategy to interpret the text; from the beginning they had no idea how to start it, gradually they can question on the illustrations, then on the text, even the self-questioning strategy would be used by themselves, but mostly they still need a reminding.
3.Early Childhood use the clarifying strategy in comprehending the text; they would clarify the illegitimates of pictures and text, but most of the time, they would not take initiative in this strategy.
4.Early Childhood take summarizing strategy in interpreting the text; with reminder and supplement from other classmates, one could construct a complete summary.
5.Early Childhood’ sensitivity of text is progressively presented within a reading.
There is no evidence to show that the early Childhood could be able to comprehend the meaning of text by means of individually and actively using the four strategies, in a circumstance of reading by themselves. And this is the limitation of this research.
Key words: Early Childhood, Reading Comprehension Instruction, Action research, Planned reading teaching, Reciprocal teaching.
|
|---|
