| Summary: | 碩士 === 國立屏東教育大學 === 教育心理與輔導學系 === 99 === The purpose of this study was to explore the effects of Multi-level Questioning (MLQ) instruction on fifth graders’ reading comprehension, metacognition and reading motivation. This study adopted an unequal pre-test and post-test quasi-experimental design. The students in two fifth-grade classes in an elementary school in Pingtung County served as participants of this study. The two classes were assigned to the experimental group and the control group randomly. The experiment group received the MLQ instruction and the control group received the traditional reading instruction. The instruction lasted 10 weeks, two 40-minute sessions per week. Before, right after, and two weeks after the experiment, the students took a reading comprehension test, a metacognition scale, and a reading motivation scale.
The major findings of the study were as followings:
1. In posttest, the experiment group performed significantly better than the control group on the total score of reading comprehension posttest and the scores on the integrating/interpreting and critiquing/evaluating subtests.
2. In the retention test, the two groups showed no difference on the total score and the scores on the three subtests of reading comprehension.
3. There were no posttest and retention effects of MLQ on the student’s metacognition and reading motivation.
4. All of the students reported that MLQ was helpful for facilitating their reading comprehension. More than 90% of the students agreed that MLQ was helpful on promoting their interests toward reading. More than 85% of the students thought that MLQ was helpful on promoting the ability to organize the main ideas in a passage. In addition, more than 80% of the students suggested that the strategy should be taught in the classes of other school subjects.
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