Effects of an Action Research of Reciprocal Teaching on the Reading Comprehension Abilities of the Fourth Grade Students

• Main Authors: Chen, Chao Chih, 陳招治
• Other Authors: Kuo, Ming Tang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/97125869258734218943

碩士 === 國立屏東教育大學 === 教育學系碩士班 === 102 === The main purpose of this research is to develop a teaching reading strategy to suit the fourth grade of the elementary school students that treats the effect and introspection of the implementation process by applied reciprocal teaching to reading comprehension teaching, and also knows the specialized growth and introspection of teachers. Method adopted in this research is to take action research to apply four reading strategies of reciprocal teaching, including predicting, questioning, clarifying and summarizing to design the reading instruction program with thirteen weeks, total twenty eight courses and put the program into practice for those fourth grade students studied in researcher’s teaching class in the elementary school. During the research process, this research takes action research methodology to collect and analyze the records of teacher observing, introspective notes, student interviews, learning sheets and so on, and also adopts Chinese reading comprehension tests before and after teaching to analyze and understand the effects of the reading comprehension abilities of students. The effects in this research are listed as below: 1.The reading strategies of predicting, questioning, clarifying and summarizing suit school students well, and help them to raise the reading comprehension abilities. 2.To apply the reciprocal teaching strategies is beneficial to raise the abilities of the comparative analysis, inference and grasp of the main ideas of context of high level reading comprehension. 3.The strategies suit existing Chinese textbooks. 4.Signal Words Strategy can be combined with text structures to assist students in questioning and summarizing. 5.The school students have positive attitudes towards this teaching program. What we suggest in this research are: 1.Heterogeneous groups can spur peer studying influences, and it is better if group leaders perform nice oral expressions. 2.Generic Question Stems Strategy is beneficial to raise the school students questioning strategy level. 3.Be careful to use learning sheets, and apply think-aloud protocols to clarify partial process. 4.Collaborators play the role in assisting and observing, and suggest forming teacher’s teaching groups to increase the teaching efficiencies.