| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 96 === Abstract
This study was conducted to determine if employing story structure would enhance young children’s reading comprehension and their perception of story structure. Action research method was used in this study. Six elements of story structure, including character, setting, conflict, plot, action, and resolution, were instructed and practiced with twelve kindergarten children to increase their comprehension. Data were collected by observing children at the scene and video taping in three stages of story structure teaching: teacher modeling, teacher guided practice, and finally, independent practice. The results were summarized as below.
1) The story structure teaching was adjusted depending on teaching materials, time and learning conditions of children and as a result, facilitated their understanding of both structure and plot of a story within a limited period.
2) After being taught by story structure teaching method, children were able to utilize story elements to paraphrase a story.
3) In the course of story structure teaching, children's comprehension of a story is promoted by means of practicing six story elements and story-retelling.
Moreover, the results of this study were able to provide some guidance for teachers on story teaching.
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