A Study of Inference Making and Summarizing Strategy Instruction with English Picture Books Reading for Junior High School Students

• Main Authors: Tu, Chen-Yi, 杜貞儀
• Other Authors: Lee, Yi-Chien
• Format: Others
• Language: en_US
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/9a4nnw

碩士 === 國立臺灣師範大學 === 英語學系 === 105 === This present study aims to examine the effects and explore the learning experience of inference making and summarizing strategy instruction with picture books on junior high school students in Taiwan. The following two research questions are investigated in this study: (1) Can the reading strategy instruction using picture books reading facilitate junior high school students’ learning of inference making and summarizing strategy? (2) What is the students’ perception of their learning experience on the reading strategy instruction using picture books? The participants were one regular seventh-grade class with twenty-five students. Four picture books were employed in the reading strategy instruction. The intervention lasted for one month and included eight classes. Data from various sources were collected to validate the results, including the Pre- and Post-test of the reading strategies application, the Pre- and Post-study questionnaire on participants’ responses, interview, participants’ worksheets, and teacher’s reflective journal. The two major findings can be summarized as follows. Firstly, reading strategy instruction with picture books facilitated the learning of inferencing making and summarization. Secondly, participants’ perceptions toward the overall curriculum were positive. The two reading strategies made the participants become active and effective readers. Picture books effectively promoted the learning of the two strategies because of its complete storyline, rich contextual clues, and words with illustrations. Based on the findings of this study, pedagogical implications were proposed, and suggestions for future research were discussed.