| Summary: | 碩士 === 臺中師範學院 === 語文教育學系碩士班 === 91 === The effectiveness of reciprocal teaching instruction on reading
comprehension in science text for elementary school fifth grade
students.
Shu-mei Lin
Advisor：Sheng-hsiung Huang
Abstract
The purpose of this study was to assess the effectiveness of reciprocal teaching instruction on reading comprehension, meta-cognitive knowledge, reading attitude in science text for elementary school fifth grade students, and give suggestions for elementary school to reading science text instruction.
An experiment with pretest-posttest nonequivalent-control-group design was conducted. The subjects were 70 fifth grade students in 2 classes drawn from Chung Ching elementary school in Taichung city. Thirty-four students in one class were assigned to the experimental group, and Thirty-six students in the other class were to the control group. The experimental group received two section of each week, and 10 units of reciprocal teaching instruction in science reading. Each unit was taught in 80 minutes, and 800 minutes were needs for all of the 10 teaching units. The experiment was extended for a period of 10 weeks.
The results of this experiment were as the following：
1.Regarding the “Reading comprehension in science text”：
The experimental group had a higher score on reading comprehension test than the control group.
2.Regarding the “Meta-cognitive Knowledge Test on Science Text”：
a. The experimental group had a higher score on “ Self-efficiency in Science Text Reading Test” than the control group.
b. There was no significant difference between the experimental group and the control group on the scores of the subscales of the “Nature of Science Text Reading”.
c. The experimental group had a higher score on “ Strategies in Science Text Reading” than the control group.
3.Regarding the “Reading Attitude Inventory on Science Text”：
a. The experimental group had a higher score on “ Interest in Science Text Reading ” than the control group.
b. There was no significant difference between the experimental group and the control group on the scores of the subscales of the “Challenge of Science Text Reading”.
c. The experimental group had a higher score on “ Value-evaluation in Science Text Reading ” than the control group.
4. The experimental group held positive attitude toward reciprocal teaching instruction, but there were still some difficulties on their summarizing strategies.
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