The study of the effects of story structure instruction on reading comprehension and reading motivation of the sixth graders with low achievement

• Main Authors: Chang, Jui-Chun, 張瑞純
• Other Authors: Huang, Hsiu-Shuang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/26014345724215021281

碩士 === 國立臺南大學 === 教育學系課程與教學碩博士班 === 102 === The study aimed to explore the effects of story structure instruction on reading comprehension and reading motivation of the sixth graders with low achievement. The research subjects were five sixth grader elementary school students with low achievement in Tainan. This study adopted both quantitative and qualitative research methods. Quantitative data was collected by “Story Map”, “Chinese Reading Comprehension Test” and “Motivation for Reading Questionnaire”, the students were given a pretest and a posttest. Wilcoxon matched-paired signed-rank test was used to analyze the quantitative data. The researcher collected the “Story Map” during the teaching process and analyzing documents to evaluate students’ progress about mastering the elements of story structure. Two classes a week of teaching time, and a total of ten weeks. The researcher asked the research subjects some questions after the teaching. The followings were the finding through data analysis and discussion： 1. Story structure instruction enhanced the sixth graders with low achieving to master the elements of story structure. 2. There was no significant relationship between the group of “story structure instruction” and the group of reading comprehension, but had a positive effect of the sixth graders with low achievement. 3. Story structure instruction was unable to effectively improved the reading motivation of the sixth graders with low achievement. 4. Students low achievement hold positive attitudes for story structure instruction. Finally, the researcher based on above the results and proposes practical suggestions for school teaching and research recommendations for the future research.