A Comparison of Science Reading Abilities and Reading Strategies Between Math/Science Gifted Students and General Students

• Main Authors: Ching-ying Fang, 方靜瑩
• Other Authors: YA-LING HO
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/94074151460053377511

碩士 === 國立屏東教育大學 === 特殊教育學系 === 98 === The purpose of the study was to investigate the differneces of sience reading abilities and reading comprehension strategies bewteen math/sicence gifted students and general studnets, to evaluate the relevance between reading comprehension strategies and science readings strategies, and to explore the relationship between science readng abilities and academic performance. The study adopted questionnaire survey. The instruments included Science Reaidng Test, Quesionnair on Reading Comprehension Strategies, Science Achievement Test, and so on. The participants were eighth graders from math/science elite classes and non-elite classes in Kaohsiung County in the fall semester, 2008. The sample size was 352, and by excluding those who guessed or responded incompletely, the effective sample size was 295, and the return rate was 83.80%. The data were analyzed using One-way MANOVA, Pearson’s product-moment correlation, and Multiple stepwise regression analysis. The results show that (a) Math/science gifted stduents have significantly better science reading abilities and application of reading comprehension strategies than general studnets at junior high school. (b) There is no significant difference in science reading abilities and application of reading comprehension strategies by gender. Students from different regions demonstrate a significant difference in their science reading abilities and part of their application of reading comprehension strategies. (c) There is a correlation between junior high school students’ science reading abilities and application of reading comprehension strategies. (d) There is a correlation between junior high school students’ science reading abilities and their academic performance in science. (e) Junior high school students’ abilities to use reading comprehension strategies can predict their science reading abilities. (f) Junior high school students’ science reading abilities can predict their performance in science achievement tests.