Effects of Text Structure and Summary Instruction for the 10th Grade Students on Reading Comprehension and Summarization Ability

• Main Authors: Lin Fang-chun, 林芳均
• Other Authors: Chang Shin-jen
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/90379750311706734002

博士 === 國立高雄師範大學 === 教育學系 === 100 === The purpose of this study was to investigate summary and reading performance of the 10th graders in comprehensive high school and to explore the effects of “summary instruction” and “text structure instruction” on summary ability and reading comprehension. Study one（S1）was designed to investigate the reading and summary performance of comprehensive high school students in Changhua County. The results in S1 showed that the 10th graders' summary ability, in terms of generalization and synthesis, left a lot of room for improvement; in reading comprehension the students didn’t perform well on reflecting and evaluating the contents of texts. The design of study two （S2）was based on the empirical finding of S1. Two reading strategy instructions with direct teaching were conducted to investigate the effects of strategy instruction on 10th graders' summary ability and reading comprehension. The subjects were 123 students in the 10th grade from the comprehensive high school in Changhua County. A quasi-experimental design was adopted. There were two experimental groups and one control group in S2; there were 42 in the text structure strategy group (G1), 39 in the summarizing strategy group (G2), and 42 in the control group (G3). The G1 and G2 received 50 minutes reading comprehension strategies courses once a week in twelve weeks, but G3 didn't receive the strategy instruction. The statistical approach of two-way ANCOVA of independent samples was employed to reach those results. The results were as follows: There was no interaction effect between instruction strategies and literature abilities. 1. The experiment groups (G1&;G2) had higher scores in the tests on the ability of reducing information in exposition articles than the control group, but it didn't reach significant difference. 2. The experiment group one had significantly higher scores than the control group in the tests on the ability of integrating information in exposition articles. 3. The experiment groups (G1&;G2) had significantly higher scores than the control group in the tests on the ability of reducing and integrating information in narrative articles, but they didn’t have significant difference. 4. The text structure strategy group had significantly higher scores in the tests on the ability of reading comprehension in narrative and exposition articles than the control group. 5. The text structure strategy group had significantly higher scores in the tests on the ability of reading comprehension in exposition articles than the summary strategy group. The results were discussed and some recommendations were made for the application to high school Chinese curriculum and future research.