本研究旨在探討畫重點結合故事結構分析策略對國中資源班學生閱讀理解之成效。研究設計採準實驗研究的「單組前後測設計」,自變項為畫重點結合故事結構分析策略,依變項為閱讀理解成效;研究對象為桃園縣某國中身心障礙資源班之七、八、九年級學生共10名。實驗介入前,請學生分別填答自編閱讀理解測驗(前測)及閱讀理解策略使用情形評量表;接著進入21堂的教學課程;實驗完成後,進行自編閱讀理解測驗(後測),並再次請學生填答閱讀理解策略使用情形評量表,以比較學生在教學介入前後,其閱讀理解能力及策略使用情形的改變。此外,為瞭解學生對於閱讀教學策略的感受,亦請學生填寫「畫重點結合故事結構分析策略教學意見調查表」。 本研究結果如下: 一、畫重點結合故事結構分析策略有助於提昇國中資源班學生之閱讀理解能力。 二、教學實驗後,學生閱讀理解策略的使用情形較教學介入前有顯著的進步。 三、學生們肯定閱讀教學介入對提昇其理解及策略使用能力之效益。
The purpose of this study was to explore the effect of underlining and story grammar strategies on reading comprehension of junior high school students in the resource room. A quasi-experimental, one-group pretest-posttest design was adopted, and the participants in this study were 10 junior high school students from 7th to 9th grade. In order to analyze the effect of underlining and story grammar strategies, the researcher compared the scores of students from pretest and posttest. Also, a survey of strategies regarding reading comprehension was used before and after the intervention lesson. The major findings were as following: (1) The strategies of underlining and story grammar could effectively improve reading comprehension of junior high school students in the resource room. (2) After 21 intervention lessons, students learned more about reading strategies, and know how to use. Students believed that reading strategy could increase their reading comprehension.