| Summary: | 碩士 === 國立彰化師範大學 === 資訊管理學系所 === 98 === This study is intended to investigate aspects on how SQ3R Summarizing Method teaching strategy affects on fifth-graders’ reading comprehension achievements, and how such strategy influences learning performance of the experimental group students.
Aiming at fifth-graders as the studying subjects, this research was processed with quasi-experimental method. Students were experimented with an eight-week SQ3R Summarizing Method using expositions, narratives, and tests as teaching materials. Focal points of the study are to examine how reading comprehension achievements of both experimental and controlled group were affected by the teaching strategy, and what learning performance has been achieved by students with variant reading competence from the experimental group. To assess the effects of SQ3R Summarizing Method teaching strategy, the self-compiled “reading comprehension achievement test” was implemented on students from both experimental and controlled group before and after the lesson. Data collected was analyzed by one-way analysis of variance and descriptive statistics.
The research results are as follows：
1.Students’ reading comprehension achievement from the experimental group, which has been implemented with the SQ3R Teaching Method strategy, was significantly superior to those from the controlled group.
2.After the experiment, significant reading comprehension achievement was reflected on students with variant reading competence from the experimental group. Students with higher reading ability perform better than those with lower reading ability. The progress made by students with lower reading ability on their reading comprehension achievement was more distinctive than those with higher reading ability. The results indicate that the SQ3R Teaching Method strategy has equivalent effects on students with different reading abilities in general.
keywords: abstract capacity, reading comprehension achievement, teaching strategies
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