Effects of Reciprocal Instruction on Reading Comprehension in Sixth-Grade Aboriginal Students

• Main Authors: Chang Yu Mei, 張玉梅
• Other Authors: Hu Yung Chung
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/3876pm

碩士 === 國立屏東師範學院 === 教育科技研究所 === 91 === Abstract The purpose of this study is to explore the effects of reciprocal instruction on reading comprehension in sixth-grade aboriginal students. The experiment with one-group pretest-posttest design and experimental group versus control groups design were conducted. The subjects of experimental group were 12 sixth-grade students from Feng-Lin elementary school in Pingtung County. The subjects of the first control group were 14 sixth-grade students from Nei-Shih elementary school in Pingtung County. The subjects of the second control group were 12 fifth-grade students from Feng-Lin elementary school in Pingtung County. The experiment group received 12 weeks, 2 times a week, each time 80 minutes of reciprocal teaching instruction, whereas the control groups received regular instruction. Before the experiment, three groups of students took an A -test of reading comprehension, and filled out a scale of reading comprehension strategy. After the experiment, three groups of students took an A-test of reading comprehension, took a B-test of reading comprehension, and filled out a scale of reading comprehension strategy. On the other hand, the experiment group received interview before, during and after the experiment. During the experiment, the researcher also observed the behavior of the experiment group’s students. There are seven main findings of this study: 1.Reciprocal teaching has partial effects on reading comprehension in aboriginal students. 2.Effects of reciprocal teaching on reading comprehension in aboriginal students are not influenced by the different literary styles. 3.Reciprocal teaching could improve reading comprehension strategies in aboriginal students. 4.After reciprocal teaching, most aboriginal students not only could express but keep on using the four strategies of predicting, questioning, clarifying and summarizing. 5.The aboriginal students like to discuss text by practicing of group cooperation. 6.The aboriginal students think the most harvest by reciprocal teaching is that they learn the reading strategies and help themselves to understand text. 7.Through the interview method and participant observation method could help us to find a lot of information of reading comprehension.