The Effects of Incorporating Thinking Maps into Picture-Book Reading Instruction on the Reading Comprehension Ability of
2014
Hochschulschrift
Zugriff:
102
The purpose of this study is to explore the effects of incorporating thinking maps into picture-book reading instruction on the reading comprehension ability of elementary school students. The study was conducted in an elementary school’s elastic curriculum in which map structure thinking mode was adopted to teach the reading strategies of the first graders. The research participants are the first graders in one elementary school in Hsinchu. The study employed the qusi- experimental method and the design of pretest and posttest. While the experimental group of 26 students received 16 sessions of “incorporation of thinking maps into picture-book reading instruction” in two weeks, the control group of another 26 students received ordinary reading comprehension interrogation instruction. The research tools utilized in the study included quantitative tools— Chinsese Word Recognition Score Scale and Reading Comprehension Test, accompanied by methods in qualitative research—Semi-structured Interview, and the worksheet and feedback from students as well as parents. All the above- mentioned tools were used to inspect and assess the effect of incorporating thinking maps into picture-book reading instruction on the Chinese word recognition and reading comprehension ability of elementary school students.The conclusion and suggestions proposed by this study are stated as follows: I. Thinking maps have positive effect on the picture-book reading comprehension of the first graders. 1. The bubble maps effectively enhance the Chinese word recognition abilty, especially in the medium score group. 2. Thinking maps can enhance first graders’ reading comprehension abilty, with the low score group making most progress in word definition. II. Thinking maps’s diagrams can enhance the reading effect of first graders. 1. The circle map can help students’ creative association. 2. The bubble map can help students understand the special disposition of the characters in the story. 3. The flow map can help students’ story-telling ability. 4. The tree map can help students’ logic in the structure of a story. III. Students hold a positive perspective toward the incorporation of thinking maps into picture-book reading instruction. Thinking maps can arouse students’ interest in reading picture-books. The learning method in thinking maps that students like is group discussion, and the flow map is students’ favorite thinking map. Also, students like the buble map which enables them to recognize new words through looking them up in the dictionary. IV. See the value of education while implementing thinking maps in the teaching process. Thinking maps place emphasis on the learning process of students, the bubble map gives students the stage where they can stretch and leap, and thinking maps’ thinking out loud training lays a foundation for writing. V. Suggestions: 1. To schools: Incorporate thinking maps reading instruction into reading curriculum in the first grade and organize reading groups as soon as possible. 2. To teachers: Enhance teachers’ ability to teach using thinking maps, so that teachers can effectively apply all the different strategies of thinking maps to picture-book reading instruction.
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The Effects of Incorporating Thinking Maps into Picture-Book Reading Instruction on the Reading Comprehension Ability of
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Autor/in / Beteiligte Person: | Ho, Hsiu-Fen ; 何秀芬 |
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Veröffentlichung: | 2014 |
Medientyp: | Hochschulschrift |
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