The effects of reading comprehension teaching with vocabulary learning strategies teaching application in the elementary school society domain research

• Main Authors: YU,CHING-YI, 尤靜怡
• Other Authors: CHEN,MING-LEI
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/11617211248775918889

碩士 === 國立新竹教育大學 === 臺灣語言與語文教育研究所 === 104 === The vocabulary has the key influence for reading comprehension. But the empirical application in teaching of vocabulary learning strategies is quite limited. This research is for the purpose of discussing the vocabulary learning strategies to apply in the in the elementary school society domain, whether the effects of the teaching of readings is of help. We used the vocabulary learning strategies and the general reading comprehension strategies to 47 students named experimental group and control group .They were fifth-grade elementary school students from Taoyuan urban. We carried on 9 weeks and total 22 lessons of teaching. The research found teaching of vocabulary learning strategies to the low reading ability student's lexical meaning direct understanding, the lexical meaning association, the social domain academic achievement, the text representation and the situation pattern comprehension is all of help, but to the high reading ability student's the effect is only in the lexical meaning association and the situation pattern comprehension. However, the all effects not reached the significance. On learning attitude, the students of experiment class generally liked the vocabulary learning strategies. They also thought it could help them learn social domain, read the text of the society domain disciplines effectively, and can be applied to other subjects by vocabulary learning strategies.