Effects of Story-Retelling with Story Grammar Instruction on Reading Metacognition of Sixth-Grade Students

• Main Authors: Lai, Pei-Ching, 賴珮菁
• Other Authors: Su, Yi-Wen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/54843000334138522810

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 99 === The purpose of this study is to investigate the effects of story-retelling with story grammar instruction on reading metacognition of sixth-grade students. Based on the results, this study provides suggestions on teaching methods and future studies. This study looks into two nonequivalent groups using pretest-posttest analysis. The subject of this study was students, two classes of sixth-grade, from one elementary school in Taichung. The experimental group received story-retelling with story grammar instruction 80 minutes a week for a total of six weeks. The control group received no instruction. Before and after the experiment, both groups of students took a test of reading metacognition. Additionally, the performance of story-retelling from six of the study-focused 1st-grade/2nd-grade students were recorded on tape and in evaluation sheets from two story-retelling events. Finally, the experimental group’s response towards the story-retelling with story grammar instruction was analyzed. This study concludes the following: 1. Reading metacognition of sixth-grade students could be obviously promoted by story-retelling with story grammar instruction. 2. Reading metacognition of the students with originally high degree of reading metacognition could not be obviously promoted by story-retelling with story grammar instruction. 3. Reading metacognition of the students with originally medium degree of reading metacognition could be obviously promoted by story-retelling with story grammar instruction. 4. Reading metacognition of the students with originally low degree of reading metacognition could not be obviously promoted by story-retelling with story grammar instruction. 5. The story-structure organizing capability of sixth-grade students could be obviously promoted by story-retelling with story grammar instruction. 6. Generally, story-retelling with story grammar instruction is recognized by students in experimental group. Key Words: story-retelling、story grammar、reading metacognition