從年級、元理解策略指數看小學生閱讀說明性文本的理解監控策略

潘建忠

Research output: Contribution to journalArticlespeer-review

Abstract

該研究旨在了解年級、元理解策略指數,理解監控策略,對閱讀理解的成績的影響。研究表明年級高,元理解策略指數高的學生多採用全局語境的監控策略,成績較好;年級低,元理解策略指數低的學生多採用局部語境的監控策略,成績較差。
The main goal of this study was to find out the correlations among grades, Metacomprehension Strategy Index, monitoring strategies and the reading result. The result indicated that students of higher grade and higher MSI, used global text monitoring strategies more, and got better results, while students of lower grade and lower MSI, used local text monitoring strategies more, and got worse results. Copyright © 2005 中國心理學會.
Original languageChinese (Traditional)
Pages (from-to)917-921
Journal心理科學
Volume28
Issue number4
DOIs
Publication statusPublished - 2005

Citation

潘建忠(2005):從年級、元理解策略指數看小學生閱讀說明性文本的理解監控策略,《心理科學》,28(4),頁917-921。

Keywords

  • 元理解策略指數
  • 理解監控策略
  • 全局語境監控策略
  • 局部語境監控策略
  • Metacomprehension strategies index
  • Monitoring strategies
  • Globe text monitoring strategies
  • Local text monitoring strategies
  • Alt. title: Monitoring strategies used by primary school pupils during expository text reading as seen from different grades, metacomprehension strategy index(MSI)