| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 97 === The aim of the study was to investigate effects of story structure writing instruction on reading comprehension, Chinese character recognition ability, and story writing ability of the third-graders in the elementary school. Therefore, the researcher could better understand the correlation among children’s story reading comprehension, Chinese character recognition ability, and story writing ability. The story structure writing instruction provided children with a story structure design and helped children comprehend the whole story and integrate the story content, which helped children master story writing. The procedure of the study began with the teacher’s presentation of the story content and demonstration on how to look for the structure of the story content. After being familiar with the teacher’s instruction, the student looked for the story structure independently and then imitated or created a story structure. Accordingly, the student created a whole new story of his or her own.
The subjects of the study included two classes of third-graders in an elementary school in Tainan city. The subjects were divided into two groups, one was the experimental group which was provided with story structure writing instruction, and the other one was the controlled group which was provided with general reading instruction and writing practice of main ideas and reflections. These two groups implemented the Chinese character recognition test, the story reading comprehension test, and the story writing ability test before and after the experiment. Base on the results of the above mentioned instruments, the major findings of the present study were summarized as follows:
1. Story structure writing instruction promoted Chinese character recognition ability of the third-graders in the elementary school.
2. Story structure writing instruction could empower story writing ability and could maintain its effectiveness of the third-graders in the elementary school.
3. There was a high-intermediate correlation among the story reading comprehension, Chinese word recognition ability, and the story writing ability of the subjects in the experimental group.
4. The experimental group’s story writing was well structured. The subjects were able to make use of phrases to describe characters and circumstances in the story. They were capable of initiating a beginning, designing a predicament and looking for strategies to solve the predicament so as to come up with a successful ending.
5. The controlled group’s story writing lacked a complete structure. It was hard to find any intriguing plots in the story, which made the story dry and uninteresting.
Finally, based on the results, the study provided feasible suggestions for children, teachers, educational institutions, and the future research.
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