Comparison research of different reading comprehension strategies toward Middle-grade students with low reading skills on reading fluency and comprehension in different text forms

• Main Authors: Ting-yau Wu, 吳庭耀
• Other Authors: Hsien-Ming Yang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/64984103190680452645

碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 97 === The purpose of this study is to compare different reading comprehension strategies: Repeated Reading and Question-Answer relationships toward middle-grade students with low reading skills on reading fluency and comprehension in different text forms. Moreover, this study also investigates the extent of the interaction effects between different strategies, text forms and reading comprehension levels. Forty eight students are chosen from two elementary schools in Tainan City, and assigned to three groups which are Repeated Reading group (RR), Question-Answer relationships group (QARs) and control group by pairing for grade. All subjects have to take pretest and posttest of reading comprehension test by myself and reading rate test. During the intervention, the subjects assigned to QARs and RR must complete reading comprehension test after the teaching program. Meanwhile control group also have to complete reading comprehension test without any intervention. The dates were analyzed by the descriptive statistics, two-way ANOVA and ANCOVA. The results are summarized as follows： 1.Repeated reading strategy can significantly improve the narrative reading fluency of Middle-grade students with low reading skills. 2.Question-Aswer relationships strategy is helpless for improving reading fluency. 3.Repeated reading and Question-Answer relationships strategy can significantly improve the reading comprehension in different text forms of Middle-grade students with low reading skills. 4.Both of the two strategies can significantly improve surface comprehension and interior comprehension. 5.There is no significantly interaction effect between different strategies and different text forms on the reading fluency. 6.There is no significantly interaction effect between different strategies and different text forms on the reading comprehension. 7.There is no significantly interaction effect between different strategies and different text forms on the different reading comprehension level. The limitation of this study and the suggestions for worthwhile future research were discussed in this paper.