A Study of A Scientific Text with Reciprocal Teaching on Reading Comprehension for 3rd Grade Students

• Main Authors: Chien, Haohung, 簡豪宏
• Other Authors: Kao, Hueylien
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/63555321105617315809

碩士 === 國立屏東教育大學 === 數理教育研究所 === 101 === This study aimed to explore the effectiveness of a scientific text with reciprocal teaching to 3rd grade students of a elementary school. Using self-editing materials including Body Knowledge Achievement Test, Scientific Reading Test and Survey of Comprehensive Reading Strategy, the researcher evaluated students’ reading comprehension effectiveness after applying reciprocal teaching. By convenient sampling, the subjects of this study were from 4 classes of 3rd grade S elementary school students in Kaohsiung Daliao District. After randomly divided into the experimental group and control group (2 classes in each group), students in experimental group took 16 experimental courses applying with reciprocal teaching. The Nonequivalent Pretest-Posttest Designs listed in quasi-experimental research was applied in this study. The methods of Independent samples T test and Analysis of Covariance were used as the analysis of the research results. The researcher then compared two groups of students on effectiveness of reading comprehension. The findings were as follows: 1. In the case of Body Knowledge Achievement Test, students who were taught by reciprocal teaching had better performance than those who were taught normally. In the matter of students’ progress on cognitive level, students who were taught by reciprocal teaching show significant difference than those who were taught normally only in “understanding” but not in “knowledge” and “application”. 2. In the case of Survey of Comprehensive Reading Strategy, students who were taught by reciprocal teaching had better performance than those who were taught normally. In the matter of students’ progress variable reading strategies, students who were taught by reciprocal teaching show significant difference than those who were taught normally in “questioning,” “clarifying” and “summarizing”, but not in “predicting”. 3. In the case of Scientific Reading Test, students who were taught by reciprocal teaching had better performance than those who were taught normally. Comparing their progress level on understanding, students who were taught by reciprocal teaching showed significant difference than those who were taught normally in both “literal comprehension” and “inferential comprehension”. 4. Students with reciprocal teaching reacted positively to this specific teaching method. They were willing to apply 4 reading strategies (predicting, questioning, clarifying and summarizing) in their future reading behavior.