| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 95 === Abstract
The purpose of this study is to examine the effectiveness of reciprocal teaching on the junior high school students of resource classroom. The research method adopted a A-B-A withdrawal design of the single-subject research for 15 sections. After analyzing the performance data of reading comprehension test, summary test, and feedback questionnaire of reciprocal teaching. The main findings of the study are as the followings.
Reciprocal teaching could improve the reading comprehension abilities of three subjects of this study. The effect of reciprocal teaching on learning disability students is better than on the mental retardation students. After removing reciprocal teaching, the performance of the three subjects on reading comprehension test at the choice type decline with time, showing the effect of reciprocal teaching can not maintain obviously.
Reciprocal teaching could improve the ability of summarizing articles of three subjects, but the subjects only could reach the low level. It means that the subjects must take more time to reach the high level. And three subjects of this study agree that reading strategies of reciprocal teaching could improve their reading comprehension. And the subjects would like to announce their own feelings and viewpoints more in this teaching method.
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