Journal directory listing - Volume 64(2019) - Journal of Research in Education Sciences【64(4)】December

Synthesis of Quantitative Research on Chinese Reading Comprehension Instruction: Analysis of Moderating Effects Author: Jin-Chang Hsieh (Research Center for Testing and Assessment, National Academy for Educational Research)

Vol.&No.:Vol. 64, No.4
Date:December 2019

Effective instructions for reading comprehension have been studied over the past few decades, and synthesis of quantitative research has also been conducted on such instructions to analyze their effect considering cumulative findings across relevant empirical studies. However, due to the limited number of included studies, more research into moderating effects is required. This study conducted a meta-analysis of the moderating effects of characteristics of instructional intervention, participants, and methodologies. A systematic literature review was undertaken to identify and collect relevant studies. General keywords were searched for in a Taiwanese literature database. A total of 880 Chinese reading-related articles were retrieved, and 173 articles were formally included on the basis of five inclusion and exclusion criteria. After the meta-analysis, an overall average effect size of +0.43 and +0.39 was obtained separately for immediate and follow-up effects. In the analysis of moderating effects, the findings indicated a significantly low average effect size for repeated reading instruction but a large average effect size for the use of a prediction strategy or research-developed measurement tool, struggling or middle-school-aged participants, and studies with poor experimental design or failure to meet relevant standards. Finally, some suggestions and implications are given for future research.

Keywords:Chinese reading comprehension, meta-analysis, moderator analysis, quality assessment of primary research, quantitative research synthesis

《Full Text》 檔名

  1. 王玳雅(2013)。故事結構教學對國小學童閱讀理解能力影響之後設分析(未出版碩士論文)。國立臺北教育大學,臺北市。 【Wang, T.-Y. (2013). The effects of story grammar instruction on reading comprehension for elementary school students in Taiwan: A meta-analysis (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.】
  2. 行政院公報資訊網(2018)。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校語文領域:國語文。取自 【The Executive Yuan Gazette Online. (2018). The national curriculum of 12-year basic education for elementary and high school: Chinese. Retrieved from】
  3. 吳庭耀(2009)。比較不同閱讀理解策略對國小中年級低閱讀能力學童在不同文體之閱讀流暢度與閱讀理解表現之差異研究(未出版碩士論文)。國立臺南大學,臺南市。 【Wu, T.-Y. (2009). Comparison research of different reading comprehension strategies toward middle-grade students with low reading skills on reading fluency and comprehension in different text forms (Unpublished master’s thesis). The National Tainan University, Tainan, Taiwan.】
  4. 吳潔蓉(2010)。運用交互教學法促進國小學童科學閱讀之成效(未出版碩士論文)。國立臺北教育大學,臺北市。 【Wu, C.-J. (2010). Using reciprocal teaching to improve science reading performance using reciprocal teaching to improve science reading performance (Unpublished master’s thesis). The National Taipei University of Education, Taipei, Taiwan.】
  5. 吳裕聖(2007)。鷹架概念構圖教學模式的建立與實施成效研究(未出版博士論文)。國立中正大學,嘉義縣。 【Wu, Y.-S. (2007). Scaffold-concept-mapping instruction: A model and its effects (Unpublished doctoral dissertation). National Chung Cheng University, Chiayi County, Taiwan.】
» More
APA FormatHsieh, J.-C. (2019). Synthesis of quantitative research on Chinese reading comprehension instruction: Analysis of moderating effects. Journal of Research in Education Sciences, 64(4), 175-206. doi: 10.6209/JORIES.201909_64(4).0007