The Effects of Applying Self-Questioning Instruction in Digital Reading on Sixth Graders’ Digital Reading Comprehension and Reading Behavior

• Main Authors: CHANG, SHU-HUA, 張淑華
• Other Authors: CHEN, SHIN-FENG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/65443135328791584918

碩士 === 國立屏東大學 === 華語文教學碩士學位學程 === 105 === The purpose of this study was to explore the effects of Self-Questioning Instruction on sixth graders’ digital reading comprehension and reading behavior. This study adopted quasi-experimental research method. The students in two sixth-grade classes in an elementary school in Pingtung County served as participants of this study. The two classes were assigned to the Experimental Group and the Control Group randomly. The Experiment Group received the Self-Questioning Instruction and the Control Group received the traditional reading instruction. The teaching texts used in sixth grade were 6 popular science articles of DRA(Digital Reading Assessment)(Chen, 2014). The instruction lasted 6 weeks, one 40-minute session per week. Before the experiment, the two groups took a pretest of reading behavior scale. Right after the experiment, the two groups took a posttest of reading behavior scale and a posttest of DRA. Furthermore, at the end of the experimental course, the Experimental Group’s perceptions toward the Self-Questioning Instruction were also surveyed. The returned data were analyzed statistically through descriptive statistics, independent samples t-test, dependent samples t-test, ANCOVA, Pearson’s product-moment correlation. According to the research findings, the conclusions are as follows: 1. The posttest of DRA of sixth graders is medium level. 2. The pretest of reading behavior scale of sixth graders is intermediate level. 3. The posttest of reading behavior scale of sixth graders is intermediate level. 4. In terms of digital reading comprehension after the experiment, there is no statistical significance between these two groups of students. 5. In terms of reading behavior after the experiment, there is no statistical significance between these two groups of students. 6.There is no significant correlation between digital reading comprehension and reading behavior of sixth graders. 7. Sixth graders hold positive evaluation and high degree of acceptance toward Self-Questioning Instruction. Finally, according to the findings of this study, suggestions are provided to teachers applying self-questioning instruction and further researches.