摘要策略教學對七年級低成就學生摘要能力與閱讀理解能力的影響研究

Effects of Summarization Strategy Instruction on Summarization Ability and Reading Comprehension of Seventh Graders with Low Achievement

本研究旨在探討「摘要策略教學」對國中七年級低成就學生的摘要能力與閱讀理解能力之影響。研究方法採準實驗設計的不等組前後測設計，以新北市一所國中七年級15位低成就學生為對象，實驗組有7位學生，控制組有8位學生。實驗組接受10節的「摘要策略教學」課程，控制組則參加學校原本的國文科補救教學課程。兩組學生均接受前測與後測，研究工具為摘要測驗與閱讀理解能力成長測驗。兩組學生在兩項測驗前後測的差值分別進行「曼—惠特尼U檢定」。研究結果發現，摘要策略教學可顯著提升低成就學生摘要能力與閱讀理解能力。根據結果，本研究提出未來教學及研究上之建議。

This study explored the effects of summarization strategy instruction on the summarization ability and reading comprehension of seventh graders with low achievement. A quasi-experimental design was adopted. Fifteen seventh graders with low achievement from New Taipei City were recruited and assigned to an experimental group that received summarization strategy instruction (seven students) or to a control group (eight students). All the students completed a pretest and a posttest. Data were collected using two research tools, namely a summarization test and a reading comprehension growth test. The Mann-Whitney U test was conducted to examine instructional effects. The results indicate that summarization strategy instruction significantly improved the summarization ability and reading comprehension of seventh graders with low achievement. On the basis of the results, recommendations for educational applications and future research were proposed.