Abstract
The purpose of this study is to discuss the effects of adjunctive questions combined with graphic organizers to enhance the fourth grade students’ reading comprehension level on narrative texts, and to examine the influence on students with different reading comprehension ability, then to give suggestions for future instruction and future research. The sample consisted of 51 fourth-graders that the researcher teaches in Hsinchu County. The experimental group 1 was 25 students, who received「AQ」,「AQ+ Teacher-constructed GO」,「AQ」and「AQ+Backward- constructed GO」reading-comprehension-scaffold instruction in order. The experimental group 2 was 26 students, who received「AQ+ Teacher-constructed GO」, 「AQ」,「AQ+Matching GO」and「AQ+Forward- constructed GO」reading-comprehension-scaffold instruction in order. All the subjects took the pretest of “PIRLS Reading Comprehension Test＂and the posttest of “PIRLS Reading Comprehension Test＂after every experiment. Before the experiment, both groups had carried out “Reading Comprehension Difficulties in Screening Tests” to distinguish the levels of text comprehension. Two-way ANCOVA by “PIRLS Reading Comprehension Test” pretest scores as the covariates were conducted for data analysis. After the experiment, all the subjects took a questionnaire on their learning feedback following the end of the experiment. The findings were as follows: 1.「AQ」and「AQ+ Teacher-constructed GO」instruction didn’t show any significant difference on the posttest scores of “PIRLS Reading Comprehension Test＂. 2.The students who received 「AQ+Matching GO」instruction demonstrated a higher scores than 「AQ」, and they had significant differences, especially for the students with low reading comprehension performed in the direct comprehension processes. 3.The students who received「AQ+Backward- constructed GO」instruction demonstrated a higher scores than「AQ+Forward- constructed GO」instruction, and they had significant differences, especially for the students with high reading comprehension. 4.Students at various levels of reading comprehension ability didn’t demonstrated significant differences on the posttest scores of “PIRLS Reading Comprehension Test＂. 5. Most students thought that the adjunctive questions combined with graphic organizers instruction was helpful to their reading comprehension.