| Summary: | 碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士在職專班 === 106 === This action research aimed to enhance six-graders’ inferential reading comprehension by questioning strategies, to analyze the difficulties students’ encountered and to explore the possible solutions during this action research procecces . The researcher’s reflections and professional growth were also examined.
The instruction was divided into three phases, i.e., problem clarification, thinking strategies, and comprehension expression. Twenty-four sections of instruction were conducted in a six-grade class. All instruction sections were video-recorded and further analyzed. Students’ worksheets, anecdote records, interviews and researcher’s reflections were also gathered and analyzed. During the process, researcher adjusted the reading instruction according to students’ performance in the class.
The results are as following:
1. Guiding students by grasping the keywords, further deconstructing the words, giving related examples and finding synonyms to explain the the meaning of the keywords helps students to clarify the problem.
2. These are helpful thinking stragegies to guide students doing inferences by rereading the text, searching the relevant context, using the text structure, integrating paragraph information and linking to previous experiences.
3. Guiding students by asking the opposite question, comparing two events, thinking backward and with the help of other scaffolding strategies enhances students’ understanding and expression.
4. Instructimg students to find clues from the context of text by questioning improves students’ performance on inference by relevant clues and supporting ideas.
5. Activating students’ prior knowledge by examples and personal-related events helps students to inference relations and meanings in the texts.
6. Guiding students by subdividing a question, refereing to the context of texts, thinking backward, and linking to personal-related events improves students’ performance on inferencing others viewpoints.
7. Guiding students to pay attention to the text structure, contexts, title and link to previous experiences helps students to grasp author’s writing style.
The implications of findings are discussed and recommendations are proposed for the practitioners and future researchers.
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