Research on the the Improvement of Reading Ability on High School First Graders with the Summarization Instruction Abstract

• Main Authors: LIANG,CHUN-MU, 梁春木
• Other Authors: YU,PAO-TA
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/47017588474455419286

碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 104 === This study was designed to investigate the effect on high school first graders’ ability to summarize the text and the text reading comprehension after receiving Summarization Strategy Instruction. The main purposes of the study are listed as follows. First, to investigate the effect of Summarization Strategy Instruction on high school first graders’ text summarization ability. Second, to investigate the effect of Summarization Strategy Instruction on high school first graders’ text reading comprehension ability. A quasi-experimental research was used in this study with 72 objects from two classes of high school students with similar Chinese proficiency. Two classes of students were randomly assigned to the experimental group and the control group; the experimental group students received a 12-week week of 90 minutes instruction incorporated into high school first-grade Chinese summarization strategy reading; the control group received ordinary way of teaching. The way of teaching experiment was taken as independent variable; students’ Chinese high school entrance examination results as the covariates; text summarization efficiency, reading comprehension, learning outcomes as the dependent variables. The single-factor ANCOVA was used to explore the differences of efficiency in summarization ability and reading comprehension on students receiving different teaching instructions. The conclusions of this study are as follows: 1. Students’ summarization ability: The experimental group receiving the summarization strategy instruction showed better performance in summarization ability than students who did not receive the summarization strategy instruction. 2. Students’ reading comprehension ability: The experimental group receiving the summarization strategy instruction showed better performance in their reading comprehension ability. 3. Students’ learning performance: The experimental group receiving the summarization strategy instruction showed better learning outcomes than the control group. In conclusion, suggestions on the Summarization Strategy Instruction, reading comprehension ability and future research were made by the researcher for further reference and recommendations in high school Chinese teaching. Keywords: summary, summarization strategy instruction, summarization ability, reading comprehension