| Summary: | 碩士 === 國立屏東教育大學 === 教育心理與輔導學系碩士班 === 94 === An Instructional Research about Implementing Summarization Instruction in a Sixth Grade Classroom
Summary
The purpose of this study were threefolds: (1) to probe the difficulties encountered and their solutions when implementing summarization instruction in a sixth grade classroom; (2) to examine the students’ changes on summarization efficiency, reading comprehension, and metacognition after the instuction; (3) to examine students’ perceptions about the instruction.
The participants were a class of sixth grade students from an elementary school in Pingtung. Before and after the instruction, the students were tested on summarization efficiency, reading comprehension, and metacognition. Also, during the instruction, the researcher recorded the difficulties encountered and students’ responses in details and reflected upon what were recorded. Finally, after the instruction, the students’ were asked about their attitudes toward the instruction.
This study came to the following conclusions:
A. Problems encountered and their solutions when implementing the summarization instruction
1. About deleting irrelevant material
Students should delete irrelevant materials but they often didn’t. To solve the problem, the teacher repeatedly emphasized to the students that they will find it easier to make correct judgments if they kept asking themselves whether the material in question is relevant to the title of the essay.
2. About deleting repetitions
There are three areas where students often run into difficulties when deteting repetions. First, they deleted repeated phrases. To solve the problem, the teacher explained to students that repetition means repeating a sentence in a paragraph or in different paragraphs. Words repeated in a sentence should be dealt with by word induction. Second, the students tended to delete the simpler version when they find repeated content. To solve the problem, the teacher reminded the students that when the meanings of two sentences are repeated, the simpler one should be kept. Finally, the students with a lower level of comprehension were unable to judge what were repeated. To solve the problem, the teacher taught the students to look for hints in the text like “it is …”, “the meaning is…”, “in other words …“, which signaled the contents were repeated.
3. About word induction
The students couldn’t come up with appropriate words to induct similar words. To solve the problem, the teacher taught the students to use an umbrella diagram to decide the appropriate words.
4. About writing the topic sentences
Students were unable to judge whether the topic sentences that they wrote were suitable or not. To solve the problem, the teacher explained the concept of a topic sentence using a table diagram. Although the students gained a greater understanding about topic sentences, but they still found it difficult to create topic sentences.
5. Large individual differences in student outcomes
To solve the problem, the researcher used break time to offer individual instruction for the less capable students.
B. Students’ changes after the instruction
Students showed great improvement on summarization efficiency, reading comprehension, and metacognition after the instruction. Also, after the instruction, the students applied summarization when learning other school subjects and they showed greater motive to read. Finally, the students held positive attitudes towards the instruction.
C. Differences between students of different levels of reading ability
After the instruction, the students whose reading abilities were above average show greater improvement in summarization efficiency than the students whose reading abilities were below average.
Based upon the results, the implications of the study were discussed.
Keywords: summarization, reading comprehension, metacognition,
summarization efficiency, elementary school children
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