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[[alternative]]A Study of Senior High School Students' Science Reading Process and Reading Strategies

By [[author]]吳惠琪, [[author]]Hui-Chi Wu, 吳惠琪 and Hui-Chi Wu

Abstract

[[abstract]]The purposes of this study were to investigate senior high schools students’ ideas about science reading and science text and to explore students’ reading strategies and comprehension monitoring during science reading process. This study was conducted at a senior high school in Taipei City. The samples were composed of 30 10th grade students and 30 11th grade students. Semi-structural interview was used to explore students’ ideas of science reading and the usage of reading strategies. All interviews were recorded and transcribed for analyzing. Results of this study can be divided into three main parts that are “students’ ideas about science reading and science text,” “students’ usage of science reading strategies,” and “students’ comprehension monitoring.” About the ideas of science reading, students think that reading science text is different from reading other kinds of text. The main purpose of science reading is to understand the content of science text. In addition, students also concern about the applications of science text and the formations of scientific knowledge. Students have many different conceptions of science text. Students think that the difficulties of science reading derived from scientific terms, scientific symbols, scientific formulas, diagrams, graphs, and the statements of scientific text. In addition, preconceptions and examinations will also affect students’ science reading. With regard to the truthfulness of science text, the great parts of students think that the contents of a science text are not necessarily true. Students could use different criteria such as their preconceptions, experiences, or the logic of statements of the text to judge the truthfulness of scientific text. Students in this study could use 29 different kinds of reading strategies to help them understand scientific text. In different reading processes, students will use different kinds of reading strategies. In addition, the percentages of each reading strategy that students use are different. Female students have significant higher percentages of the usage of the strategy, which is marking some signs during science reading, than male students do. The reading strategies that female students prefer to use during literal comprehension and inferential comprehension process have more diverse functions than male students do. In addition, 10th grade students prefer to use the strategies that asking others to help understand the meanings of science text during the word comprehension process. However, 11th grade student prefer to use the strategies that checking related references to facilitate understanding. This study also revealed that the reading strategies that 10th grade students prefer to use during literal comprehension and inferential comprehension process have more diverse functions than 11th graders do. Students involved in this study have many different comprehension monitoring conceptions about the use of reading strategies. The higher percentages of reading strategies that students use, the more self-awareness students have. Students’ self-awareness conceptions could be the bases to help students carry out three different kinds of self-management, which are “evaluating,” “planning,” and “regulating.” However, students usually lack the self-awareness ideas about planning self-management.

Topics: 科學閱讀, 閱讀策略, 理解監控, science reading, reading strategies, comprehension monitoring, [[classification]]40
Year: 2010
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/7604
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