故事結構教學結合自我監控策略對提升國小閱讀困難學生閱讀理解成效之研究

The Effects of Story Structure Instruction with Self-monitoring Strategies on Improving Reading Comprehension Abilities for Elementary School Students with Reading Difficulties

本研究旨在探討故事結構教學結合自我監控策略對提升國小閱讀困難學生閱讀理解能力的成效。研究對象為新北市某國小三名閱讀困難學生，研究方法採單一受試研究法之逐變條件設計進行研究，自變項為故事結構教學結合自我監控策略，依變項為閱讀理解能力。評量工具為研究者自編之閱讀理解評量及故事地圖學習單，資料分析採目視分析法，以期了解參與者的立即成效與維持成效，此外，也對學生、教師進行訪談，以瞭解本研究之社會效度。本研究之主要發現如下：一、國小閱讀困難學生在接受故事結構教學結合自我監控策略的教學介入後，三位學生在閱讀理解能力之表現具有立即成效與維持成效。二、國小閱讀困難學生在接受故事結構教學結合自我監控策略的教學介入後，三位學生在故事結構元素分析能力之表現具有立即成效與維持成效。三、在介入教學結束後，參與之國小閱讀困難學生及其導師對本實驗教學有正向回饋。最後，研究者根據研究結果提出實務教學及未來研究之建議。

The purpose of this study was to explore the effects of story structure instruction with self-monitoring strategies on the reading comprehension of three elementary school students with reading difficulties through a single subject changing conditions design. The independent variable was the story structure instruction along with self-monitoring strategies and the dependent variable was reading comprehension abilities. Tools adopted by this study were the reading comprehension assessment and story map worksheets designed by the researcher. Data were analyzed by visual analysis to study the immediate and maintaining effects. This study also had students' and teachers' interviews to show social validity. Results indicated that: 1. The three elementary school students with reading difficulties can be improved immediately by the story structure instruction with self-monitoring strategies, and improving results can be maintained. 2. The three elementary school students with reading difficulties have improved immediately their story structure analysis by the story structure instruction with self-monitoring strategies, and improving results can be maintained. 3. The students and teachers considered that the story structure instruction has positive effects. Finally, suggestions for teaching and future studies based on the results of this study were discussed.