A Study of Dialogic Pedagogy on Reading Comprehension and Critical Thinking of Elementary Fourth Grade Students

• Main Authors: CHEN MEI-LING, 陳美玲
• Other Authors: 張芬芬
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/14516866795267272199

碩士 === 臺北市立大學 === 學習媒材與設計學系課程與教學碩士學位在職進修專班 === 102 === This study aims to investigate the effects of dialogic pedagogy on reading comprehension and critical thinking of elementary fourth grade students. The Quasi-experimental design of Solomon four-group design was adopted in this study. The participants were two classes of fourth grade students in a Taipei municipal elementary school. There were twenty-seven students in the experimental group in which dialogic pedagogy was conducted. There were twenty-six students in the control group in which didactic instruction was undertaken. The experiment lasted ten weeks including twenty lessons in each class in total. Research tools include “The Reading Comprehension Test for 4th and 5th Grade Students” and “The Revision of Cornell Critical thinking Test-Level X”. Before and right after the experiment, the students were tested. The pre-test and post-test scores were processed by four statistics methods: (1) independent sample two-way ANOVA was employed to test the differences between the reading comprehension scores of students in the experimental group and the control group; and the same way was employed to test the differences between the critical thinking scores of students in the experimental group and the control group; (2) correlated samples t-test was employed to test the change between reading comprehension scores and critical thinking scores of students in the experimental group; (3) independent samples t-test was employed to compare the differences between the scores of girls and those of boys in the experimental group; (4) Pearson Product-moment Correlation Coefficient was employed to investigate the relation between reading comprehension and critical thinking. The major findings of this study were as follows: 1. Dialogic pedagogy contributed to elevate the reading comprehension of fourth grade students. 2. Dialogic pedagogy contributed to elevate the critical thinking of fourth grade students. 3. Boys and girls in the experimental group showed no differences in reading comprehension in the pre-test and post-test scores. 4. Boys and girls in the experimental group showed no differences in critical thinking in the pre-test and post-test scores 5. Students in the experimental group or control group showed significant correlation between pre-test reading comprehension and pre-test critical thinking；students in the experimental group or control group showed significant correlation between post-test reading comprehension and post-test critical thinking. Based on the research findings, suggestions to teachers and future research are proposed at the end.