| Summary: | 碩士 === 國立屏東教育大學 === 教育心理與輔導學系 === 96 === The purposes of this study were to explore the effects of reciprocal teaching on reading strategy utilization and reading comprehension of sixth-grade elementary students with different reading comprehension ability. Two classes of sixth-grade from an elementary school in Pingtung County were randomly assigned to either the reciprocal teaching group or the traditional teaching group. After eliminating a student with word recognition difficulties, the students were further divided into high versus low comprehension ability groups. Using expository texts as reading materials the instruction lasted for 7 weeks, 3 classes per week. After the experiment, both groups took a reading strategy test with open-ended questions and a reading comprehension test with open-ended questions. Also, the experimental group filled out a questionnaire about their attitudes toward the instruction.
The major findings of the study were as following：
1. The experimental group scored significant higher than the control group on the immediate and delayed test of reading strategies.
2. No significant interaction between reciprocal teaching and reading comprehension abilities was found on reading strategies.
3. The experimental group scored significant higher than the control group on the immediate and delayed test of reading comprehension.
4. No significant interaction between reciprocal teaching and reading comprehension abilities was found on reading comprehension.
5. Over 80% of students reported that they understood the four strategies taught and they liked the reciprocal teaching.
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