Please use this identifier to cite or link to this item:
A Study of Balanced Instruction Approach and Multiple Texts Reading to Enhance Elementary School Fourth Grade Students’ Reading Comprehension
balanced approach instruction
multiple texts reading
reading comprehension strategy
The study aimed to investigate the effects of balanced instruction approach and multiple texts reading on single text reading comprehension, multiple texts reading comprehension and using reading strategies. In this mixed methods researcch, sixty-one fouth grade students at an elementary school in which selected as two experimental groups (Group A and Group B) and one controld group. Group A adopted "balanced instruction approach and multiple texts reading” method (instruction and reading), Group B adopted“multiple texts reading” method (reading only), and control group required no reading and reading instrucion at all. The experiment lasted for 24 weeks totally, forty minutes in one period and two period per week. The study adopted quantitative and qualitative research methods. The researcher carried out the pretest and posttest on 61 studemts by using "PLRLS 2006 test” to investigate the effect on single text comprehension. The researcher also selected night students from two experimental groups (Group A and Group B) and one controld group, which were high, medium and low reading comprehension level in three groups. The nigh students are carried out pretest and posttest of multiple texts oral test and thinking aloud to investigate the effect on multiple texts reading comprehension and using reading strategies. The major findings of the study were as follows: 1.Through the implementin of the program, there were positive effects on improving student’ single text reading comprehension. The experimental group A performed significantly better than the experimental group B and the controlled group in PIRLS 2006 test. 2.Through the implementin of the program, high and medium reading level of two experimental groups students made progress in multiple texts reading comprehension. They performed better than the controlled group in summary, inference, compare,linking experience and making a point etc. 3. Through the implementin of the program, the experimental group A made progress in using comprehension strategy. Students with high comprehensive abilities in group A often used High-level comprehension strategies. The low comprehensive abilities student often used parapharing to improve his reading comprehension, rather than backtracking and repeating.
|Appears in Collections:||學位論文|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.