A Case Study of Children`s Reading Comprehension in Elementary Shool－Take Fabled Books for Example

• Main Authors: Ying-Yun Liu, 劉穎韻
• Other Authors: Dr.Pei Jung,Lin
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/95759603139410805979

碩士 === 臺北市立教育大學 === 兒童發展研究所 === 94 === The major purpose of this study was to explore the reading comprehension of the second graders on fabled books in elementary school. Based on the result of “the Chinese reading comprehension test”, 3 students with good reading abilities and 3 students with poor reading abilities were chosed to get involed in the study. “The Missing Piece”、 “The Missing Piece meets the Big O” and“The Giving Tree”were chosen as materials in this research. The whole process were viedo-taping in order to analyze how they use reading strategies to enhance comprehension about the fabled books. Subjects were requested to read aloud and answer questions about the fabled books each by each. The results were summarized as follows: I、What do they comprehened the fabled books？ Most children are better in literal comprehension than in inferential comprehension and in critical comprehension , but their meta- comprehension ability is poor. While reading , they usually concentrated on pieces of paragraph, tried to make sense of the story, but they couldn`t make inferences of the fabled books` hidden meaning. Some characteristics of the books seemed to related to readers` comprehension, such as“close to readers` life experiences”、“conveying concrete concepts”or“simple relationship between roles”. II、What strategies do children used to enhance their comprehension？ Most children skipped the headline of books, read the book without finger pointing, and looked at the picture rapidly. While reading , we found some mistakes they often made, such as “insertion”、“omission”、 “reversal”、“substitution”. When inserting or skipping words could change the meaning , they would read again to correct it. Definitelly, how they read the books was influenced by their oral expressions.When the words was unfamiliar , they would skip it. They didn`t know that missing of the auxiliary verb would chang the meaning. Sometimes, they skip the words for saving time . Sometimes, they read the words reversed, but they didn`t find it. Sometimes, they used more familiar words to substitute the new vocabulary, or pronounce it based on the partial of the similar word. III、What are the difference between good or poor readers ？ Students with good reading abilities spent less time on reading , but reading speed could`t mean that their comprehension ability is also better. Students who comprehesed the book better, would answer the questions about the fable books more appropriately. Students with poor reading abilities would easily forget the words that have learned.