A Comparative Study on Questioning performance and Reading Comprehension between fourth and fifth grade students.~ Taking a primary school in Penghu as an example

• Main Authors: Jia- Xuan Zheng, 鄭嘉璇
• Other Authors: 洪文瓊
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/70352319190556093838

碩士 === 國立臺東大學 === 語文教育學系碩士班 === 98 === The source material of this study is the narrative and expository text in PIRLS 2006. The objects of this study are fourth, fifth-grade students of an Elementary school in Penghu. Data were collected of students’ questioning levels, questioning types, and their reading comprehension. Content analysis and interviews are used to compare and analyze the questioning performance and reading comprehension among fourth and fifth grade students. Research results are as follows: 1. There was central tendency toward Fourth and fifth-grade students in questioning levels and types in narrative and expository text.　Fifth-grade students have better performance in questioning than fourth-grade students. 2. There was central tendency toward different gender students in questioning levels and types in narrative and expository text, but differences are small. 3. Fifth-grade students have better reading comprehension than fourth-grade students in narrative and expository text.　Ｎo significant difference was found between both genders’ reading comprehension in narrative and expository text. Students have better reading comprehension in narrative text than in expository text. This result is different from the PIRLS 2006. 4. Different grades and gender have no effect on questioning performance and reading comprehension. But students’ knowledge and experience background have effect on the questioning performance and reading comprehension. Teacher should improve their knowledge and abilities about how to ask a relevant question during class, provide multiple reading texts and with an open mind to accept students’ various questioning. Then children can become independent and respond readers.