| Summary: | 碩士 === 國立新竹教育大學 === 課程與教學碩士學位在職進修專班 === 102 === Abstract
The purpose of this study was to find out the effect of multi-level questioning instruction on the sixth graders’ reading literacy. A nonequivalent pretest-posttest design was adopted for the study. The subjects were four intact classes from one elementary school in New Taipei City. Twenty-eight students in the experiment group received multi-level questioning instruction while one hundrend and five students in the control group received traditional classroom instruction. The reading material included seven articles from their Chinese textbook of the second semester which was published by Nanyi. The experiment lasted for seven weeks, two classes per week. The results from reading comprehension test, reading habits and reading attitude questionaires were collected and analyzed to answer the questions proposed by the researcher. The research findings included:
1.Students received multi-level questioning instruction performed significantly better than those who received traditional instruction on reading comprehension test.
2.For the reading habits, the only significant results were found on the items of “everyday silent reading time” and “frequency of going to the library”. The students in the experiment group tended to change positively after receiving multi-level questioning instruction.
3.There was no significant difference on the reading attitudes for the students in the experiment group after their receiving of the multi-level questioning instruction.
Finally, suggestions and educational implications were made based on the research results.
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