An Action Research on The Effects of DRTA Reading Comprehension Strategy Instruction on Fourth Graders’ Reading Comprehension

• Main Authors: Su-mei Tsai, 蔡夙眉
• Other Authors: 吳純萍
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/78417622196172638147

碩士 === 淡江大學 === 教育科技學系數位學習在職專班 === 103 === Languages are major media for human communication, while reading is the important tool for study. Most students prefer reading the books with illustration, but are less interested in at the books mainly with texts. Moreover, when the students read the article which requires the readers to further interpret the connotation behinds the texts, they may lack the adequate DRTA and fail to understand the article. In view of this, the study aims to instruct the students with DRTA and directs them to use the prediction, reading and validation skills, expecting to improve their reading comprehension ability. An action research was conducted for eight weeks and twenty-six 4th grade students from an elementary school were recruited. The instructional materials for the reading lessons of narrative and expositive texts were developed in accordance with the DRTA strategy. The qualitative data collected via observation and interview methods and students’ reading comprehension competency were analyzed. Six critical findings were obtained. 1. The prediction strategy of DRTA is the one that students felt difficult but interested in. 2. Most students preferred cooperative work. 3. Students actively looked forward to reading texts. 4. Students were more motivated in thinking and sharing proactively during reading texts while engaged in the DRTA teaching. 5. The validation strategy of DRTA teaching enhances students’ concentration on reading. 6. Participating DRTA reading comprehension courses can enhance students’ reading comprehension.