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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/86728

    Title: 使用多文本閱讀策略教學提升國小高年級學童的閱讀理解表現;Enhance Reading Comprehension for Higher Grade Primary School Pupils by Teaching Multiple Texts Reading Strategies
    Authors: 宣皓萍;Syuan, Hao-Ping
    Contributors: 學習與教學研究所
    Keywords: 多文本閱讀;閱讀能力;閱讀理解策略;Multiple texts reading;Reading ability;Reading comprehension strategies
    Date: 2021-07-20
    Issue Date: 2021-12-07 13:09:47 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 本研究之目的為發展出一套多文本閱讀理解策略教學模式,並探討不同閱讀能力之國小高年級學童,其多文本閱讀理解表現情形是否會因本研究之多文本閱讀教學介入而產生改變。
    ;The purpose of this study was to develop a method of teaching multiple texts reading strategies, and to investigate whether the multiple texts reading comprehension for higher grade primary school pupils with different reading abilities would be affcted by the multiple texts reading instruction.
    In this study, the fifth-grade students in a public primary school in Taoyuan city were selected as the subjects. The available data comprised 18 good readers and 16 poor readers. The pre-test and retest of essay writing were conducted to investigate the changes in participants′ multiple texts reading comprehension ability before and after teaching internvention. Students in both reading ability group were taught multiple texts reading strategies for seven lessons. The results were as follows:
    1.After the teaching internvention, there was no significant change in the writing performance of the good readers.
    2.After the teaching internvention, the proportion of copying in the transformation type of poor readers decreased significantly.
    3.In terms of the overall score of the writing, good readers′ score was significantly higher than that of the poor readers.
    4.The teaching method in this study has limited effect on improving the multiple texts reading comprehension of both good and poor readers.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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