| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 101 === This study aimed to investigate the effect of guided notes on reading comprehension of 10 low-achieving students. In this study, single-subject designs research was adopted. The participants were divided into two groups based on their reading comprehension abilities, within which Group A had higher reading comprehension abilities than Group B. An ABA design was used individually in each of the two groups. During the baseline, the reading instruction with traditional notes was implemented, while during treatment phase, the instruction with guided notes was applied. To explore the effects for all the students’ reading comprehension abilities, notetaking quality, and notetaking accuracy, multiple analyses including visual analysis and descriptive statistics were conducted. Furthermore, interview data on students’ attitude toward the reading instruction were also collected and analyzed.
The following results were found:
1. Guided notes had a positive effect on low-achieving students’ notetaking accuracy.
2. Guided notes had a positive effect on low-achieving students’ notetaking quality.
3. Guided notes had a positive effect on low-achieving students’ reading reflection.
4. The remedial reading instruction could improve most of the students’ reading comprehension abilities.
5. The effect of guided notes on students’ performance of reading comprehension was larger for the group
with lower reading comprehension abilities than the other group.
6. Guided notes enhanced low-achieving students’ participation in classroom activities.
7. Guided notes help low-achieving students learn to read during the instruction.
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