| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 103 === Abstract
The purposes of this study were to investigate the effects of IQ, word recognition, inference, working memory, prior knowledge, reading comprehension and generalization on children's summary of expository texts and to examine the contribution of these factors on children's summarization abilities. One-hundred-ten fourth graders and 103 sixth graders received Raven’s intelligence test, the Chinese Word Recognition Test, a Chinese inference test, a Chinese reading span test, the Reading Comprehension Growth Test, a generalization test and two experimenter-developed tests: a prior knowledge test and a summarization test. With hierarchical regression analysis, the major findings were as follows: First, working memory accounted for unique variance of the deletion process of summarization at both grades. Second, generalization skill was the best predictor for the generalization process of summarization at both grades. Third, the generalization skill accounted for the variance of the construction process of summarization at both grades. Fourth, generalization skill was the best predictor for summarization performance at both grades. Finally, the findings were discussed for their education implications and further research.
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