| Summary: | 碩士 === 國立屏東教育大學 === 教育心理與輔導學系 === 99 === The purpose of this study was to explore the effects of self-questioning (SQ) strategy instruction and Chinese ability on sixth-grade students’ self-questioning, reading comprehension, and reading motivation. This study adopted an unequal pre-test, post-test, and retention-test experimental design. The subjects were two sixth-grade classes totaled 71 students from an elementary school in Kaohsiung City. The researcher randomly assigned one class as the experiment group and the other as the control group. In the experiment, the experiment group received the eight-week SQ strategy instruction while the control group received the traditional instruction. Before, right after, and three weeks after the experiment, both groups took the SQ Test, the Mandarin Text Comprehension Test, the Reading Comprehension Test, and the Reading Motivation Scale. In addition, the experiment group responded on a questionnaire about their attitudes toward SQ and the instruction.
The major findings of this study were as following：
1. There was no significant interaction between instruction and Chinese ability level on both the post-test and retention-test of SQ. The experiment group performed significantly better than the control group on both the post-test and retention-test of SQ. There was no significant performance difference between different Chinese ability level groups on the post-test and retention-test of SQ.
2. There was no significant interaction between instruction and Chinese ability level on both the post-test and retention-test of Mandarin text comprehension. There was no significant performance difference between different instruction groups on the post-test and retention-test of Mandarin text comprehension. The high Chinese ability level group performed significantly better than the low Chinese ability level group on both the post-test and retention-test of Mandarin text comprehension.
3. There was no significant interaction between instruction and Chinese ability level on both the post-test and retention-test of reading comprehension. There was no significant performance difference between different instruction groups on the post-test and retention-test of reading comprehension. The high Chinese ability level group performed significantly better than the low Chinese ability level group on both the post-test and retention-test of reading comprehension.
4. There was no significant interaction between instruction and Chinese ability level on both the post-test and retention-test of reading motivation. There was no significant performance difference between different instruction groups on the post-test and retention-test of reading motivation. There was no significant performance difference between two ability level groups on the post-test and retention-test of reading motivation.
5. More than 90% students who received the SQ strategy instruction stated that SQ was helpful for facilitating reading comprehension, improving text organization ability, enhancing verbal expression skills, developing independent thinking, and fostering reading interest. Besides, they would apply SQ to read materials in other subjects.
Finally, based upon the results, it provided suggestions for SQ strategy instruction and further research.
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