The Effects Of The Intervention Of "Summary Instruction" And "Mind Mapping" For Low Reading Comprehension Students In Elementary School

The purposes of this study were (a) develop the reading comprehensive test on themiddle-grade elementary (RCT),(b) set the norm of the different grade pupil of Suzhou area,(c) discover the influence factors of low reading comprehension students and (d) set thedivision standard of low reading comprehension, and(d) to design and implement the“summary instruction” and “mind mapping” on reading comprehension of students withlow reading comprehension in elementary school, as a reference to promote the education ofreading comprehension.The study was conducted with stratified random sampling among3000students inSuzhou area to test the reliability and validity of the scale and found their indexes were good.Then set the norm of the different grade pupil of Suzhou area and the division standard oflow reading comprehension. And under “equivalent pretest-posttest control group design”,the subjects of the study were sampled conveniently from the Third-grade and fourth-gradeow reading comprehension students of one elementary schools in Kunshan City, and wereassigned at random and respectively as the experimental group (A), the experimental group(B) and the control group. The experimental group (A) practiced16lessons in eight weeksusing summary instruction, and the experimental group (B) practiced16lessons in eightweeks using mind mapping, while the members of the control group did their activities asusual. The instruments used for this study included “the reading comprehensive test on themiddle-grade elementary”,“summary test”,“the score sheet of mind mapping”,“thescale of random strategy” and academic record. The analysis ofANOVA, independent T testand Paired-Samples T Test was used to analyze the data obtained from the results of pretestsand posttests on the used instruments. The results and findings of this study were as follows:1. The reading comprehensive test (RCT) consisted of A and B copies. The testconducted by four rank factors, and the formal scale has good liability and validity.2. The norm of the different grade pupil of Kunshan area of RCT is quite representative in the locality and the circumjacent areas.3. The reading comprehensive ability of elementary school is in upper level. There aresignificant differences on the influence of reading comprehension by background factors.4. Summary instruction and Mind mapping had significant teaching effects to lowreading comprehension students on reading comprehension ability, and the effects of mindmapping were better than those of summary instruction.5. Summary instruction had significant effects to students on summary ability. Also,mind mapping had significant effects to students on the ability of mind mapping.6. Summary instruction and Mind mapping had significant teaching effects to lowreading comprehension students on academic record, and the record of summary instructionwas better than that of mind mapping.7. Summary instruction and Mind mapping had significant teaching effects to lowreading comprehension students on the use of reading strategy, and the record of summaryinstruction was better than that of mind mapping.Analysis and discussion were made on the basis of these above outcomes, andsuggestions were offered for practical teaching and future research.