The effectiveness of enhancing the reading comprehension and self-esteem of primary four students through directed reading-thinking activity (DRTA) strategies = Yun yong "yin ling si wei yue du ce lüe" ti sheng xiao si xue sheng yue du neng li ji zi xin xin

Abstract

This study focuses on effectiveness of enhancing the reading comprehension and self-esteem of Primary Four students through Directed Reading-Thinking Activity (DRTA) strategies. A reading course is setup to demonstrate the Directed Reading-Thinking Activity (DRTA) strategies in reading comprehension process. The result will be discussed below.

Quasi-experimental research method is used in this study. Students are divided into two groups: experimental group and control group. They are compared in pre-test and post-test to evaluate the effectiveness of the course. In addition, individual questionnaires are conducted to experimental group and control group in order to learn more their self-esteem and the opinions of the reading course. Students’ self-reflection was written after the reading course to express their own opinions.

A significant result in experimental group shown the effectiveness of enhancing the reading comprehension “Make Straightforward Inferences ”of Primary Four students that the use of Directed Reading-Thinking Activity (DRTA) strategies. The students in lower ability group of reading in experimental group got a significant improvement in “Make Straightforward Inferences”. Meanwhile, the overall reading self-esteem has been raised in the experimental group after the intervention in the research.

本研究旨在運用「引領思維閱讀策略」理論，設計一個單元的閱讀教學活動，藉以探討「引領思維閱讀策略」對提升小四學生閱讀能力及自信心的成效。 研究主要運用準實驗研究的方法，透過比對實驗組和控制組學生在前測、後測的成績，分析運用「引領思維閱讀策略」理論設計閱讀教學單元的成效。此外，為了解實驗組學生在接受實驗教學與控制組學生在接受傳統教學後，兩組學生的閱讀自信心的改變情況，研究員讓學生對實驗前、後的看法進行了一次問卷調查，並在實驗後讓學生以反思方式紀錄個人對該單元學習閱讀理解的想法。研究結果顯示，運用「引領思維閱讀策略」對提升小四學生閱讀能力中「第二層次：直接推斷」成效顯著；當中，對閱讀能力(低組)學生成效最為顯著。同時，研究結果亦發現，實驗組學生在實驗教學完結後，整體的閱讀自信心有提升。