The Effect of Reciprocal Teaching in Improving Reading Comprehension for Elementary School Students with Mild Cognitive or Learning Function Impairment

• Main Authors: Hui-Shan Huang, 黃惠珊
• Other Authors: Hsin-Yi Wang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/66853596812638120816

碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 101 === The purpose of this study focuses on the effect of reciprocal teaching in improving reading comprehension on the students with mild cognitive or learning function impairment. Two sixth-graders from resource class- one student with learning disability and the other with mild mental retardation chosen as research subjects. The A-B-A-B withdrawal design of single-subject research is the main experimental design. The measurement of the effect of reading comprehension is based on two research tools， "Adaptation Reading Comprehension Test", "Elementary School Reading Comprehension Screening Tests". How many times the students have used reading strategies are observed and recorded, and then give out reading strategies learning sheets to analyze how the students have learned. After that, the subjects, the parents, and the teachers are requested to fill out the "reciprocal teaching feedback from", in order to further understand the changes of their reading attitudes and their views about using reading strategies. Organize the above data and analyses, the results of this study are described in the following: 1.Reciprocal teaching has really improved the effect in the " Adaptation Reading Comprehension Test " on the elementary school students with mild cognitive or learning function impairment. 2.The effect of reciprocal teaching is not obvious in the "Elementary School Reading Comprehension Screening Tests," on the elementary school students with mild cognitive or learning function impairment. 3.Reciprocal teaching does improve literal comprehension and inferential comprehension, and the inferential comprehension is greatly enhanced. 4.Both of the subjects use different strategies- one using clarifying strategies more often than summarizing strategies and the other using summarizing strategies more often than predicting strategies. 5.As for the qualities the students show in the course of using reading strategies, the students using clarifing strategies tend to ask for the outside help; the ones using summaring strategies are limited to basic summaries; most of the students using questioning strategies are able to raise proper questions. 6.After the practice of reciprocal teaching, both students and their parents agree the approach really changes their reading attitudes and strategies, But both their teachers show different ideas about their learning results, One teacher agrees that his student has already known how to appropriately use reading strategies, and the other teacher indicate that the subject student does not meet the standard of his own totally.