The Effects of Multi-level Questioning Instruction on Fourth Graders’ Reading Comprehension and Reading Motivation

• Main Authors: Chou, Mei-Ling, 周美玲
• Other Authors: Lu, Yi-Tsung
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/02759070209245907817

碩士 === 國立屏東教育大學 === 教育心理與輔導學系碩士班 === 101 === The purpose of this study was to explore the effects of Multi-level Questioning (MLQ) instruction on fourth graders’ achievements, reading comprehension, and reading motivation. This study adopted an unequal pre-test and post-test quasi-experimental design. The students in two fourth-grade classes in an elementary school in Pingtung County served as participants in this study. One class was assigned to the experimental group which received the MLQ instruction and the other class was assigned to the control group which received the traditional reading instruction. . The instruction lasted 10 weeks, two 40-minute sessions per week. Before, right after, and two weeks after the experiment, the students completed Language Arts achievement test, reading comprehension test, and a reading motivation scale. The students in experimental group also filled out an questionnaire about the instruction. The major findings of the study were as followings: 1.After the instruction, the experiment group performed better than the control group on the total score and the criticizing/evaluating subscore in mid-test and post-test of Language Arts achievement test, while no difference was found on searching/recalling and integrating/interpreting subscores in mid-test and post-test of Language Arts achievement test. 2.After the instruction, the experiment group performed significantly better than the control group on the post-test and retention-test of reading comprehension test. 3.There was no significantly difference between the two groups on post-test and retention-test of reading motivation. 4.About 90% of the students reported that MLQ was helpful for facilitating their reading comprehension. More than 80% of the students agreed that MLQ was helpful on drawing their attentions toward reading and promoting the abilities of thinking independently. Almost 90% of the students preferred learning by discussion and looked forward to read with this method.