The Study on Applying Self-questioning Strategy to Language Arts Extended Reading of The 4th Graders of Elementary School

• Main Authors: HSU, YUN-CHIU, 許雲秋
• Other Authors: LAI, YUAN-LING
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/ssb426

碩士 === 國立臺中教育大學 === 區域與社會發展學系碩士班 === 105 === The main purpose of this study was to explore the teaching design of self-questioning strategy applied to language arts extended reading and the effectiveness of reading comprehension ability of the 4th graders in the elementary school. Furthermore, this research also aimed to find out the difficulties and solutions the researcher encountered during the procedure of questioning strategy applied to summarizing instruction, and the researcher’s self-growth. This study adopted action research method. The research objects were 25 fourth-grade students of Jian-Kang elementary school. The researcher had carried out the courses for 10 weeks. Data collections included observation, worksheets, interviews with students, feedbacks of students during the whole research process. The results were presented as below： 1. The teaching design of self-questioning strategy applied to Language Arts Extended Reading was a feasible teaching program. 2. Regarding the performance on self-questioning of students, it is the easiest to learn on factual questions, however, it is more difficult to learn on inference questions and commentary questions. 3. After the implementation of the self-questioning strategies program, Students showed a significant improvement in “make straightforward inferences” and “interpret and integrate ideas and information” on the narrative reading comprehension test. 4. The response of students were positive and initiative after being merged applying self-questioning strategy into the reading comprehension teaching activity. Based on the above findings, the researcher offers specific suggestions as references for further research and for elementary school teachers to teach reading.