| Summary: | 碩士 === 國立屏東教育大學 === 數位學習教學碩士學位學程 === 100 === The present study is to investigate the first and second grade elementary school students’ reading comprehension abilities after implementation of the story-structure-and-question-asking teaching method that was developed by a teaching team and into the overall teaching processes. A pilot study for this study was conducted for ten weeks from February 2011 to June 2011. The present study was conducted for seven weeks from October 2011 to December 2011. The subjects were sampled from first and second grade elementary school students. The subjects in this study were taught reading strategies, the story-structure strategy combined with the question-asking strategy. The teaching processes include the teachers’ demonstration phase and the students’ learning phase.
The present study is an action research in which the author has collected data using qualitative methods and quantitative statistical methods. The author has also undertaken observational field recording and video recording, kept a teaching self-refection diary, interviewed students and collaborative teachers, searched relevant documents and conduct triangulation to analyze data. The results of this study are summarized as follows:
1. Participating in the reading team to develop the teaching method can improve both theoretical and practical knowledge of teaching reading.
2. The subjects who did not have good reading comprehension before the implementation of the teaching method now have sentence comprehension and reasoning abilities.
3. The students who were taught story structures and question asking can develop their reading skills of combining story structures with question-asking strategies.
4. After the story-structure-and-question-asking teaching, the students’ reasoning abilities have greatly improved.
Finally, suggestions have been proposed according to the results of the study to provide assistance in teaching and future researches.
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