| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 94 === The study selected 40 elementary school second grade students, average and below-average readers, 20 students each, as subjects to explore the relation between prior knowledge, vocabulary, working memory, inferring ability on reading comprehension, and the influence of prior knowledge, vocabulary, working memory, inferring ability on reading comprehension. These data were analyzed in the statistical methods, such as description statistics, ANOVA, Pearson’ product-moment correlation, multiple regression and path analysis. The results are as follows:
1. Below-average readers’ abilities of surface comprehension, deep comprehension, prior knowledge, vocabulary, working memory, and inferring ability are worse than average readers.
2. For average students, working memory is explanatory the most to surface comprehension, inferring ability comes next, and then prior knowledge, while vocabulary comes last; working memory is explanatory the most to deep comprehension, inferring ability comes next, and then vocabulary, prior knowledge comes last.
3. For below-average readers, working memory is explanatory the most to surface comprehension, prior knowledge comes next, and then inferring ability, while vocabulary comes last; working memory is explanatory the most to deep comprehension, inferring ability comes next, and then prior knowledge, vocabulary comes last.
4. For average readers, there are two significant paths of influence, which are “working memory →inferring ability →reading comprehension” path and ”vocabulary→ reading comprehension” path. For below-average readers,
it has no significant path of influence. For all students, it adds up a new path that is “vocabulary → inferring ability → reading comprehension”.
According to the results, suggestions for teaching students with reading difficulties were presented.
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