;According to the investigation of the present teaching site found that most of the students to read the textbooks and less reading extracurricular materials. For example, the textbooks are too focusing specific domain knowledge to make students lack the diversity of knowledge. On the other hand, students have to read the textbook from different sources within learning. To this end, this study proposed a syntopical reading model for deep learning, which provided multiple theme-based texts for students to read to solve the limitations and difficulties in the present teaching site. Additionally, the syntopical reading model combined KWL teaching model, which including the reading comprehension strategies and PNIQ method to facilitate students deep thinking and creating. By doing so, the students could share their idea and creation with others. Therefore, the model was divided into three steps: (1) reading, (2) creating and (3) staging. As above mentioned, the purpose of this study is to develop and investigate syntopical reading model. Additionally, to identify the effect of this model and model-based platform on students’ idea generation and text comprehension performance.
This study was conducted into two phases. The first phase is a pilot study that developing a model supported students to conduct multi-text reading and discussion. Subsequently, we develop a model-based platform. The participants were 6 fifth grader classes included 6 teachers and 179 students. The purpose of this pilot study is to understand the feasibility of the model and platform. The second phase is a formal study. The participants were 3 fifth grader classes included 3 teachers and 89 students that divided into three group (1) “Syntopical deep reading group” (n=28): students used syntopical reading model for deep learning; (2) “Traditional syntopical deep reading group” (n=31): teacher used traditional teaching methods with syntopical reading model for deep learning. That is, let students read a single article to write down the idea or experience report; (3) “Traditional teaching group” (n=30): teacher used traditional reading teaching in classroom while students read many articles are independent. Therefore, to compare and analyze whether students can promote text comprehension and idea generation, then through interview to understand the student′s perceptual experience.
The results indicated that “Syntopical Reading Model for Deep Learning” activity could help students demonstrated better idea generation performance. Regarding the “Syntopical deep reading group”, students demonstrated that the type of idea mostly direct the use of idea within a single text after reading. For instance, students′ ideas come from their own and classmates’ previous ideas after discussion. Therefore, students not only from different perspectives to get more ideas but also measure multiple articles at the same time that the breadth of ideas is more extensive. Regarding the “Traditional syntopical deep reading group”, students demonstrated that the type of idea mostly extend the feelings out of the text after reading. For example, students’ ideas come from generate ideas but that too single and focus on certain articles.
In addition, reading comprehension test was applied to understand students’ performance. The results found that three groups before and after the test have a significant increase. Among them, “Syntopical deep reading group” had the highest level of progress. Thus, Syntopical Reading Model had improved students′ text comprehension.