| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所碩士班 === 97 === The purpose of this study was to explore the effects of whole language strategy on elevating the students’ reading comprehension and the teacher’s professional development. The subject of this study was 15 second graders from the Happy elementary school. The action research had lasted for 31 classes within one year.
The data collection methods included: classroom observation, the students’ work sheets, the records from researcher’s diaries and the scores of the pre- and posttest in Reading Comprehension test…etc, so as to proceed multi-verification and analysis of the data, that indicated four major findings as follow：
1).The students whom taken whole language strategy have no significant difference in literal comprehension of Reading Comprehension test.
2).The students whom taken whole language strategy have significant difference in inferential comprehension of Reading Comprehension test.
3).The students whom taken whole language strategy have significant difference in comprehension monitoring of Reading Comprehension test.
4). Whole language strategy could continuously improve the teaching skills through the action research.
Lastly, based on the conclusions, this study proposed concrete suggestions to using whole language strategy, and future researches.
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