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|Other Titles:||Comparisons of the Attributional Styles, Strategy Use and Metacognitive Ability Among the Students with Different Reading Abilities|
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The main purpose of this study was to compare the attributional styles, reading motivation, strategy use, and metacognition of two groups studentswith different reading comprehensive ability. The subjects were 11th grade students selected from the four seniorhigh schools engaged in gifted educatrion in Taipei area. There Were 143gifted students talented in Math and Science and 323 average students. Among of them, 167 were identified as high reading ability in Chinese,131 were identified as low reading ability in Chinese; While 179 were identified as high reading ability in English, 139 were identified as low readingability in English. Instruments used are: (1) Success/Failure Attribution Scale, (2) Reading Attitude Questionnaire, (3) Strategy Use Questionnaire, (4) Errordetecting Test, (5) Reading Strategy Interview Scale, (6) Chinese Reading Comprehension Test and Self- Prediction Checklist, (7) English Reading Comprehension Test and Self-Prediction Checklist. The results are as followings: 1. The high reading ability group showed better achievement motivation, lower fear of failure, and better reading attitude than the low reading ability group. 2. The high reading ability group reported use more strategies thanthe low reading ability group while reading. 3. The high reading ability group behaved higher metacognitive skillsthan the the low reading ability group, but there is no significant difference of the error-detecting ability between the two groups. The researchersuggested school teachers to help the students improve their critical abilityin the future.
|Appears in Collections:||師大學報|
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