| Summary: | 碩士 === 國立屏東教育大學 === 教育心理與輔導學系 === 96 === The purpose of this study is to understand the difference of reading comprehension performance among the third grade elementary school children, by comparing children with different comprehension ability, when they are reading different story structures. Research subjects of the study are the third grade students in one elementary school of Hsin Hsing Region, Kaohsiung City. After the reading comprehension test, we select students and divide them into high ability group and low ability group with 32 students in each group. All of the students need to read two stories in sequenced version and two stories in flashback version, and then retell the stories. During the process of retelling, we tape-record the entire process and then reconstruct the original story based on the children retelling. According to the scoring criteria of story structure we established before the study, we give scores based on the original story retelling to understand the difference of reading comprehension performance when children read different story structures.Research findings are as follows:
1. The effect of story structure on reading comprehension performance
(1) In the overall situation, reading comprehension performance of the 3rd grade elementary children in sequenced version is significantly better than the performance in flashback version.
(2) In the “background” and “episode 1”, the performance of sequenced version is significantly better than the performance of flashback version.
(3) In the “episode 1- initiating event”, “episode 1-internal reaction”, “episode 1-attempt”, and “episode 2-reaction”, all students have significant better performance of sequenced version, compared with the performance of the flashback version; but in the “internal plan” and “reaction”, there is no significant difference between two versions.
2. In total score of story retelling, “background”, “episode 1”, “episode 2”, “ initiating event”, “internal plan”, “attempt”, “consequence”, and “reaction”, the performance of high ability students is significantly better than the performance of low ability ones. In the “internal reaction”, there is no difference with comprehension ability on the episode 1, but performance of high ability students is better than performance of low ability students on the episode 2
3. In the effect of different reading comprehension ability and story structure on reading comprehension performance.
(1) In overall situation, there is no interaction between reading comprehension ability and story structure among the 3rd grade elementary school children.
(2) There is interaction between comprehension ability and story structure on “episode 1-attempt”. In the “episode1-attempt”, there is no difference among children with different comprehension ability in the sequenced version. But the performance of high ability students is better than low in the flashback version. The performance of high ability students is not different from story structure. The performance in the sequenced version is better than in the flashback for low ability students.
Finally, we propose several suggestions based on research results for references of school teaching and future studies.
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