The Study on Reading Comprehension Ability and Mathematical Problem Solving Ability of the Second-grade with Reading Low Achievement

• Main Authors: Kuan-ting Chen, 陳冠廷
• Other Authors: Ying-ru Meng
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/20445205000921412404

碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 101 === Abstract The major purposes of the study were to investigate the performance of second-grade students with reading low achievement in reading comprehension and mathematical problem solving ability. All of second-grade students in Hsinchu County (5889 samples) attended the reading basic skill screening test and the test score below PR25 were defined as “reading low achievement”. According to the rules as mentioned before, screening out of the 5889 samples in order to get 1318 samples. The statistical methods of frequency distributions, t-test, Pearson Correlation, Structural Equation Modeling were used to analyze the valid data to understand the performance, correlation and predictive power between reading comprehension and mathematical problem solving ability. The main findings were as follows: 1. The performance of second-grade students with reading low achievement in reading comprehension ability: semantic comprehension and text comprehension were better, summarization was worse; in mathematical problem solving ability, verbal ability was better, perception ability and attention were worst. 2. There were significant different in reading comprehension ability (semantic comprehension, text comprehension) between female and male, but there was no significant different in mathematical problem solving ability between female and male. 3. There were significant positive correlation between reading comprehension ability and mathematical problem solving ability. In reading comprehension ability, the correlation between text comprehension and inferential comprehension was moderate. In mathematical problem solving ability, the correlation among perception ability, attention and mathematical ability were high. 4. The second-grade students with reading low achievement whose reading comprehension ability could predicate mathematical problem solving. Attention could predicate mathematical ability. Perception ability could predicate verbal ability. Perception ability could predicate mathematical ability. Attention could predicate verbal ability. Parsing could predicate verbal ability. The results of this study provide suggestions for future education and studies that help educator and special education researchers.