A Study of Correlations between Reading Comprehension Strategies And the Reading Competence Indicator of the Grade 1-9 Curriculum Alignment Guide
| Autor: | LIN PO-YU, 林柏妤 |
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| Rok vydání: | 2015 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 103 A Study of Correlations between Reading Comprehension Strategies And the Reading Competence Indicator of the Grade 1-9 Curriculum Alignment Guide Student：Po-Yu Lin Advisor： Dr. Kuo-Tai Cheng Dr.Szu-I Yu Abstract The purpose of this research is to determine the correlation between reading comprehension strategies and reading competence indicators. The study explored the contents and the systematic structures of reading comprehension strategies on the reading competence indicator of the Grade 1-9 Curriculum Alignment Guide in Taiwan. The researcher illustrated suggestions for learning, reading comprehension strategies at the elementary school. The methods employed in this research were document analysis and content analysis. The study,at first,discussed basic theories of the related studies and research on reading comprehension strategies. The researcher,then,analyzed the contents of the reading comprehension strategies, the learning stages, and proposed the learning sequences of reading comprehension strategies instruction at the elementary school. The findings were concluded as follows： 1. The following order in the learning contents of reading comprehension strategies from lower to higher grade is : prediction, summary, inference, self-questioning and comprehension monitoring. 2. About 34％ of reading competence indicators correlates with reading comprehension strategies：summary, inference, self-questioning and comprehension monitoring of reading comprehension strategies. There is no correlation between prediction and reading competence indicator. 3. Vertically, the pattern of reading comprehension strategies in the lower, middle and higher grade is not obvious. The middle, higher grade stage indicates the quantity of reading competence indicator is the same, the lower grade stage has the least. In conclusion, the study is argued as follows: 1. Curriculum competence indicators in Taiwan should include reading comprehension strategies. 2. Reading comprehension strategies should be incorporated into the national language textbooks by the publishers. 3. There is a need to increase the reading comprehension teaching empirical research and enhance the teaching knowledge and ability of teachers. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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