| Summary: | 博士 === 國立臺東大學 === 教育學系(所) === 102 === Summarization is an important reading comprehension strategy frequently used by good readers. Summarization is the key ability to comprehension and memorization of texts, which helps readers grasp the summary of the text before infer learning and then the theme, based on the content. The inference of the theme is the key to building core and successful reading comprehension. Nonetheless, the comparison of two reading assessments (PISA, PIRLS) shows that our junior high school students have demonstrated relatively lower ability in reading comprehension and that there is still a great room for improvement. This is a result of our literary education which emphasizes more on the basic levels such as words, phrases and sentence for language teaching, while the teachers rarely instruct students with higher-level reading strategies. Moreover, reading is one problem-solving process while narrative style is a type of “narrative intelligence” because students indirectly capture the experience of how the characters solve problems through the comprehension of the writing, providing them a near personal experience. Hence, the purpose of the study aims to explore the impact of summarization strategy instruction of elementary school story writing and expositive writing on the student ability in reading comprehension, summarization and problem solving. The study adopts the “single factor nonequivalent pre-test/post-test group” design of quasi-experimental research, supplemented by qualitative data collection, to conduct experimental teaching research on two classes of elementary fifth graders. The data collected undergo ANCOVA, Johnson-Neyman and Pearson Correlation for analysis. The qualitative data are first comprehended in-depth to find out the concepts, truth in context and causes, followed by summarization and integration for reporting in accordance with the reflection of quantitative data. The following shows the conclusion reached by the study analysis:
1. Summarization strategy instruction can improve student ability in reading comprehension.
Summarization strategy instruction does not show experimental outcome of “story interpretive comprehension” and “expositive interpretive comprehension.” On the other hand, summarization strategy instruction reaches significance in the experimental outcome of “story inferential comprehension,” “expositive inferential comprehension,” “story critical comprehension,” “expositive critical comprehension,” “story creative comprehension,” “expositive creative comprehension,” “story theme comprehension,” and “expositive theme comprehension.” In terms of the overall effect of reading comprehension, summarization strategy instruction reaches significance in the experimental outcome of “total narrative score,” “total expository score” and “total reading comprehension.” The results show that summarization strategy instruction can improve student ability in reading comprehension and qualitative data analysis also support too.
2. Summarization strategy instruction can improve student ability in summarization.
Summarization strategy instruction reaches significance in experimental outcome of “story summarization” but not “expository summarization.” In terms of the overall summarization effect, summarization strategy instruction reaches significance in the experimental outcome of “total summarization score,” which is attributed to the scores in story summarization. Students find it more difficult to analyze text structure of expository than story writing and our short-term study could not sufficient to advocate student’s practice. The analysis of qualitative data indicated that the familiarity to text structure and analysis plays the key role.
3. Summarization strategy instruction can improve student ability in problem solving.
Summarization strategy instruction reaches significance in the experimental outcome of “cause definition,” “problem solving,” “problem prevention,” “flexibility,” and “effectiveness” in problem-solving ability. In terms of the overall problem-solving ability, summarization strategy instruction reaches significance in the experimental outcome of “total problem-solving scores,” indicating that summarization strategy instruction can improve student ability in problem solving and qualitative data analysis also support too.
4. Reading comprehension is significantly correlated to problem solving.
Problem-solving and story comprehension(R=.62, R2=.38), expository comprehension(R=.65, R2=.42) and total reading comprehension (R=.65, R2=.42) all reach significant correlation, however are limited to medium-level correlation.
The study proposes specific suggestion based on the research outcome and is thereby provided as reference for on-site instructions in practice, educational authorities and academic research.
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