The Effectiveness of Reciprocal Teaching on Students with Specific Language Impairment in Reading Comprehension and Oral reading fluency.
碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 95 === The purpose of this study was to examine the effectiveness of reciprocal teaching on students with specific language impairment in reading comprehension and oral reading fluency. The multiple baseline across-groups design of single-subject research was used in...
| Main Authors: | , |
|---|---|
| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2007
|
| Online Access: | http://ndltd.ncl.edu.tw/handle/81023373698462794774 |
| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 95 === The purpose of this study was to examine the effectiveness of reciprocal teaching on students with specific language impairment in reading comprehension and oral reading fluency. The multiple baseline across-groups design of single-subject research was used in this study. Three third grade students with specific language impairment were chosen as research subjects. Tool adopted by this study were “Adaptation Reading Comprehension Test ”、“Chinese Reading Comprehension Test ”、Oral Reading Fluency Score Rule、opinion interview list and four strategies 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. There were improvements on subjects reading comprehension ability showen in Chinese Reading Comprehension Teas.
3. Among the four reading comprehension strategies, subjects tended to use clarifying 、questioning and predicting more often than summarizing.
4. Reciprocal teaching could improve and maintained subjects oral reading fluency ability.
5. Students with specific language impairment in Reading comprehension and oral reading fluency was significantly correlated.
6. Subjects and teachers confirmed that reciprocal teaching could improve reading comprehension and oral reading fluency ability.
|
|---|