The Reading Comprehension Ability of metacognitive Reading Strategy

• Main Authors: Zhan, Wen Hong, 詹文宏
• Other Authors: Zhou, Tai Jie
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/59474783184351304971

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 83 === The purpose of the study was to investigate the effectiveness of use self-questioning and underlining strategies to improve the reading comprehension ability of reading disabilities students. The study method was single-subject experimental design of multiple-baseline across individuals. The subjects were six fifth grade reading disabilities students in resources room of reading disabilities. Due to age, I.Q. and reading comprehension abilities divided into two groups. One was self-questioning instruction, anther was underlining instruction. Intervention sessions conducted for each child twice times a week for four week, and follow up session conducted eight times a week for one weeks. The dates were analyzed by C statistic and visual analysis. The results of this study were as follows: 1.The self-questioning instruction showed effects on increase significantly trend in reading comprehension test scores for reading disabilities. 2.The self-questioning instruction had maintenance effects for reading disabilities student after 42 days. 3.The underlining instruction showed effects on increase significantly trend in reading comprehension test scores for reading disabilities. 4.The underlining instruction had maintenance effects for reading disabilities student after 42 days. Finally, suggestion for teaching and future studies, based on the results of this research were discussed.