The Effectiveness of Reciprocal Teaching on Students with Reading Comprehension Difficulties

• Main Authors: Chia-Wen Ho, 何嘉雯
• Other Authors: Pone-Chuan Lee
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/61084710844977028716

碩士 === 臺南師範學院 === 特殊教育學系碩士班 === 91 === The purpose in this study was to examine the effectiveness of reciprocal teaching on students with reading comprehension difficulties. The multiple baseline across-groups design of single-subject research was used in this study. Three fourth grade students with reading comprehension difficulties were chosen as research subjects. Tools adopted by this study were “Reading Comprehension Test”、“Chinese Reading Comprehension Test”、opinion interview list and four strategies(clarifying、questioning、summarizing、predicting) were also recorded by video during the proceeding of reciprocal teaching and analyzed. Result indicated that: 1. Reciprocal teaching could improve and maintained subjects’ reading comprehension ability. 2. Subjects had showen progress in types of “textually explicit questions”and “textually implicit questions and scriptually explicit questions”on Reading Comprehension Test. 3. There were improvements on subjects’ reading comprehension ability showen in “Chinese Reading Comprehension Test”. 4. Among the four reading comprehension strategies, subjects tended to use summarizing、clarifying and questioning more often than predicting. 5. Subjects and teachers confirmed that reciprocal teaching could improve reading comprehension ability.