The effect of hydrological cycle''s text on sixth grade student''s reading comprehension

• Main Authors: Lin, Ying Chyi, 林英琪
• Other Authors: 楊龍立
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/34978757828027020286

碩士 === 臺北市立師範學院 === 科學教育研究所 === 92 === The purpose of the study was to investigate the effect of reading comprehension by the different hydrological cycle texts in different abilities of sixth grade students. The research has designed to focus on both the information ratio in picture and text and different ability level of students. The research was quasi－experiment, and utilized 3 × 4 two factorial experiment. The sampling way was convenience sampling. The subjects of three ability level, totally 796 students, were all sixth grade students in Taipei city and Taipei county. They were assigned randomly to one of the four textual treatment groups. The four groups were “information in text only”, “information in text only and combine with directives”, “information in text and combine with some information in picture”, and “information in picture only”. According to the trial process, students have tested through the Reading Comprehension Test after they read the text. The analysis of statistics was utilized two－ways ANCOVA. The results of this study indicated as follows： 1. There are no significant interactions in reading comprehension, literal comprehension and inferential comprehension among different hydrological cycle texts and different ability of students. 2. Students’ ability has impacted on the reading comprehension. The better result of study in schools they were, the better reading comprehension they were. 3. Students’ ability has impacted on the literal comprehension. The better result of study in schools they were, the better literal comprehension they were. 4. If students need inferential comprehension with higher cognition while they study, the hydrological cycle text should include completely expository content and the picture shouldn’t include too many information, too many information in picture would interfere with inferential comprehension. 5. There was insignificant impact on students’ reading comprehension whether the hydrological cycle texts have directives or not. Finally, based on the results, we could provide suggestions to be a reference for teaching, instruction editing and follow-up research in the future.