| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 102 === This study aimed to explore the influence of story-structure instruction and mental-space-theory instruction on the second and the fourth graders in reading comprehension of the moral stories in an elementary school. This study adopted the quasi-experiment, non-equivalent control group pretest-posttest design. Three intact second-grade and fourth-grade classes were recruited from an elementary school in Chia-Yi, and randomly assigned to experimental group, contrast group and control group in each grade. The experimental group received story-structure instruction and mental-space-theory instruction, the contrast group received story-structure instruction, and control group received traditional literacy instruction. All groups received twelve-week instruction, one period for each week; the materials were moral stories edited by the researcher. All participants were administered a researcher-developed reading comprehension test before and after experiment. Two-way ANCOVA was conducted for analyzing data.
The results were summarized as follows:
1. Story-structure and mental-space-theory theory instruction promoted fourth-grade students’ comprehension in moral story.
2. High-ability students on fourth grade outperformed low-ability students.
According to conclusions, the study proposed suggestions for teaching and future studies.
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