The Improvement of Moral Story Comprehension by Story Structure and Mental Space Theory for Elementary Students

• Main Authors: CHENG, HUI HSIEN, 鄭慧嫻
• Other Authors: LIEN,CHI-SHUN
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/94793257230075802734

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.