Effects of Reciprocal Teaching on Reading Comprehension, Metacognition, Reading Motivation of Fifth-Grade Students

• Main Authors: Yang Rong Chang, 楊榮昌
• Other Authors: 陸怡琮
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/00045134223597894934

碩士 === 國立屏東師範學院 === 教育心理與輔導研究所 === 90 === Effects of Reciprocal Teaching on Reading Comprehension, Metacogniton, and Reading Motivation of Fifth-Grade Students Rong-chang Yang Abstract The purpose of this study is to explore the immediate and continuing effects of reciprocal teaching on reading comprehension, metacognition and reading motivation of fith-grade students. An experiment with pretest-posttest nonequivalent-control design was conducted. The subjects were 73 fifth-grade students in 2 classes drawn from Chin- Tang elementary schools in Kaohsiung County. The experimental group received 10 weeks, 2 times a week, each time 80 minutes of reciprocal teaching instruction, whereas the control group received regular instruction. Before and after the experiment, both groups of students took a test of reading comprehension, and filled out a scale of reading metacogniton as well as a questinnaire of reading motivation. There are four main findings of this study: 1. Reciprocal teaching have significant immediate as well as continuing effects on reading comprehension. 2. Reciprocal teaching have significant immediate as well as continuing effects on metacognitive ability. 3. Reciporcal teaching have significant immediate as well as continuing effects on f reading motivation. 4. Eighty percent of experimental group of students believed that reciprocal teaching can improve comprehension and memory in reading. Based on the findings of this study, the implications and suggestions for future research were discussed. Keywords:Reciprocal teaching, reading comprehension, metacognition, reading motivation.