| Summary: | 碩士 === 國立臺中教育大學 === 區域與社會發展學系國民小學教師在職進修教學碩士學位班 === 104 === The purpose of this study was to examine the effect of instructing bridging books with DRTA strategy on third grade students’ inferential comprehension ability. The study used action research to take 25 third grad students of Hsing-Hsing elementary school in the coastal area of Taichung City as the subject to execute a seven-week DRTA reading strategy teaching; a pretest-posttest tool “Inferential comprehension test” prepared by researcher. Data collected were taken to examine paired- samples t-test with predicting sheet, worksheet for inferential comprehension, teaching note, student feedback form and interview record to analyze students’ inferential skills so as to write conclusions for the study.
The results are summarized as follows:
1. DRTA reading strategy is appropriate use of instructing reading for third grade students.
2. DRTA reading strategy enhances the inferential comprehension of third grade students.
3. The students hold positive feedback toward the teaching activities of DRTA reading strategy.
4. Directing students to read with DRTA strategy support researcher self-review and revise teaching design.
Finally, suggestions for teachers and further researchers are provided based on the research findings of this study.
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