| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 95 === The purpose of this study was to investigate the effects of metacognitive strategy instruction on the reading comprehension of junior high school students with mild mental retardation. The metacognitive strategy was underlining strategy and summarizing strategy. A multiple-baseline across individuals design was used, which included baseline, treatment, and maintenance phase. The subjects were three ninth grade students with mild mental retardation.
Data were gathered by reading comprehension tests and summarizing tests developed by the researcher. The results were analyzed through visual inspection and simplified time-series analysis.
The major findings were summarized as follows:
1.After metacognitive strategy instruction, The participants made wonderful progress in reading comprehension tests and summarizing tests. Obviously, metacognitive strategy instruction demonstrated immediate effects on improving participants’ reading comprehension.
2.Although metacognitive strategy instruction was canceled, three participants’ grades were still higher than before. Therefore, metacognitive strategy instruction demonstrated long-term effects.
3.After receiving the intervention, participants could generalize their skills to new story.
Key words : metacognitive strategy, mental retardation, reading comprehension
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