The Effects of Teacher Modeling and Textual Prompts on Sixth-Grade Students’ Self-explanation and Reading Comprehension Performance

• Main Authors: Yu-Ting Huang, 黃友亭
• Other Authors: Yu-Min Ku
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/08761753671565751249

碩士 === 國立中央大學 === 學習與教學研究所 === 99 === The aim of this study is to investigate the effects of teacher modeling and textual prompts on 120 sixth-grade students’ self-explanation and reading comprehension performance after receiving the training of self-explanation. The participants were divided into four experimental groups: Group MS (with modeling and specific prompts), Group MG (with modeling and general prompts), Group TS (with traditional teaching and specific prompts), and Group TG (with traditional teaching and general prompts). Upon these four different conditions, this study analyzed the types of self-explanation that students use, and compared the scores of reading comprehension tests among four groups. The results indicate that the students received the combination of teacher modeling and specific prompts (Group MS) had a greater gain from the pretest to the posttest in reading comprehension tests. Furthermore, Group MS generated self-explanations better in quality than three other groups. It is suggested that while in the training of self-explanation, the combination of teacher modeling and specific prompts would help students in learning self-explanation strategy and improve the reading comprehension of expository texts.