To improve reading ability and teaching reading:a study between a teacher and three reading underachievers

• Main Author: 吳烈文
• Other Authors: 陳惠邦
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/71116985882453236074

碩士 === 國立新竹教育大學 === 人資處輔導教學碩士班 === 95 === This study aims to enhance underachievers’ reading ability through an action research conducted by a sixth-grade teacher in an elementary school. The subjects included the author and three reading low-achievers in class A, six grade in Hsin Hsin Elementary School. These three students went quite well with their peers; however, they had underachievement in terms of reading performance. Since the uniform teaching method in a large-sized classroom worked ineffectively to improve the students’ reading ability, the author decided to apply a three-in-one strategy, that is knowledge, action and thought, to improve their reading ability. Initially, the teacher referred to related literature regarding reading theory, action research and underachievement, then the teacher refined and narrowed down the research focus by presenting the drafted project and counseling in person with experts and dialogue partners. As a result, with collected literature and counseling with experts, the author discovered two important factors for reading ability enhancement: one is teachers’ guidance for students to apply reading strategies; the other, worthy of note, is teachers’ demand and tolerance on students’ under-achieved reading performances. These three underachievers, through the reading action research, performed even more actively in reading activities, were competent to discuss the questions regarding the reading texts, became more involved in reading assignment, and were able to share ideas with the teacher and the peers. In addition, the students started trying to read with reading strategies and methods. Moreover, the teacher found out the appropriate teaching approaches for reading low-achievers.