Multiple Representations to Improve Reading Comprehension Performance in English Texts for Students with Learning Disabilities
| Autor: | Ya-Chu Hsu, 許雅筑 |
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| Rok vydání: | 2017 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 The main purpose of this study is to explore multiple representations of improving reading comprehension performance in English for students with learning disabilities. The researcher had compiled "Multiple representations English texts and comprehension tests". The test consists of three versions: text version (text only), visual representation version (text with visual representation) and auditory representation version (text with auditory representation). The researcher also tested the contents of the structure of this test, including the reliability and validity. The participants were 72 junior high school students with learning disabilities in Chia Yi County. And all the results should be statistical analysis of one-way ANOVA and two-way ANOVA, to investigate the effectiveness of multiple representations of Improving reading comprehension performance in English. There are three conclusions of this study as below: 1.The content test contains 5 reading groups and 25 test questions of reading comprehension. The value of internal consistency reliability was .931, and the test-retest reliability was .88. The content validity of a measure was established through two-way specification table and expert validity. 2.The reading comprehension performance in "Multiple representations English texts and comprehension tests” is highest in the visual representation version, then in the auditory representation version and lowest in the text version. 3.There was no significant difference among the three tests in the whole test. However, in the "continuous text" and “integrate and interpret" aspects, the comprehension performance of the visual representation version was significantly higher than the text version. 4.The reading comprehension performance in "Multiple representations English texts and comprehension tests" of different learning style students, there was no significant difference among the three tests. However, in the "continuous text", visual learning style participants’ comprehension performance of the visual representation version was significantly higher than the text version. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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