| Summary: | 碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 103 === This study aimed to investigate the impact of a teaching program using the four-level questioning strategies of the Progress in International Reading Literacy Study (PIRLS) on fourth grade elementary school students’ reading comprehension capability. To achieve the above purpose, this study adopted the “quasi experiment with non-equivalent pretest-posttest designs”. A total of 40 fourth-grade students, from two classes at Deng-Ta Elementary School, Kaohsiung City, were recruited as participants. Twenty-one students were allocated into an experimental group, and 19 students into a control group. The experimental group received a teaching program using the PIRLS 4-level questioning strategies for a period of 8 weeks, 2 lessons per week, resulting in a total of 16 lessons. Pretest and posttest were delivered to both experimental and control groups before and after the administration of the teaching program using the PIRLS 4-level questioning strategies. Appropriate statistical tests were applied to examine the effectiveness of teaching program. The main conclusions were as follows:
1. Before the implementation of the teaching program using the PIRLS 4-level questioning strategies, the fourth-grade students’ reading comprehension capability in “retrieving and straightforward inferring processes” was better than the “interpreting, integrating, and evaluating processes”.
2. A teaching program using the PIRLS 4-level questioning strategies, comparing with the program adopting general teaching, could better improve fourth-grade students’ “interpreting, integrating, and evaluating processes” and overall reading comprehension capability.
3. The impacts of a teaching program using the PIRLS 4-level questioning strategies on the reading comprehension of students with high, middle, and low levels in the experimental group were :
(1) Significant differences were observed in the scores between the high-, mid-, and low-level students in “retrieving and straightforward inferring processes” and the overall reading comprehension.
(2) The middle-level students significantly improved in “interpreting, integrating, and evaluating processes” and their overall reading comprehension capability.
Based on the above findings, the researcher offers specific suggestions as references for further research and for elementary school teachers to teach reading.
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