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Effects of Social Construction of Meaning on the Reading Comprehension of Middle School Students

出版	School of Education. University of Missouri--Kansas City, 2002
URL	http://books.google.com.hk/books?id=6eqGtwAACAAJ&hl=&source=gbs_api

註釋The purpose of this study was to investigate effects of social construction of meaning on reading comprehension of middle school students. Specifically, the study was designed to show that students significantly improve their memory of text content when afforded an opportunity to construct the meaning of printed text socially. The 76 sixth grade subjects from an urban school were assigned randomly to six different groups. Six teachers were trained to use three instructional approaches to teach three narrative reading selections. Each group received three types of instruction, each of which varied significantly on a social construction of meaning and "arts based" continuum. Treatment A involved the most social construction of meaning, with representations of story meaning by both the teacher and students. Treatment B involved less social construction of meaning, with representations of story meaning by the teacher only. Treatment C involved the least social construction of meaning, with traditional teacher-directed instruction. After each instructional session students wrote summaries of the story from memory. Summaries were then evaluated to assess the number of idea units. A MANOVA analysis of the data supported the hypothesis that students will score statistically significantly higher after receiving Treatment A than after Treatment B, and that students will score statistically significantly higher after receiving Treatment B than after Treatment C. The statistical significance favoring the hypothesis in each instance was at a .01 level. Results of the Teaching and Learning Beliefs Scale (George, 1999) indicated that the teachers in the study differed little in their beliefs regarding the value of social construction of meaning. These results indicate that the study results were not affected by teachers being heavily biased in favor of one of the types of instruction studied. This study indicates that students remember narrative text much better when engaged in more social construction of meaning and when both the teacher and students engage to a greater degree in representing the text with visual language construction and performance art. The implications are that more opportunities should be afforded students to engage, and see their teachers engage, in socially constructing meaning of printed text