[[alternative]]The Effects of Integrated Strategies-based Reading Comprehension System on Elementary Students’ Abilities of Reading Comprehension and Strategies Application

[[abstract]]The main purposes of this research were to design the computerized integrated strategies-based reading comprehension system; investigate the effects of integrated strategies-based reading comprehension system on fifth and sixth graders’ abilities of reading comprehension and strategies application; and investigate the effects on different reading abilities students’ abilities of reading comprehension and strategies application. The subjects were 66 fifth grade students and 130 sixth grade students selected from an elementary school in Taoyuan City. Through random assignment, the subjects were divided into two group. The experimental group received the integrated strategies-based reading comprehension system, while the control group did not receive reading comprehension system. Six instruments, namely, Narratives Reading Comprehension Test, Expository Reading Comprehension Test, Self-questioning Test, Error Detection Test, Cloze Test, Efficiency of Text summarization, Integration of Prior Knowledge Test, were used to measure abilities of reading comprehension and strategies application. The data obtained were analyzed by two-way design ANCOVAs to test the effect of the system. The findings were as follows: 1. The reading processes, attending, selecting, organizing, integrating, and monitoring are appropriate for the design an integrated strategies-based reading comprehension system, which is helpful to improve elementary students abilities of reading comprehension and strategies application. 2. The system showed no significant effects on the reading comprehension of narratives for fifth grade students but showed significant effects on reading comprehension of expository texts; system showed significant effects on reading comprehension of narratives and expository texts for sixth grade students. 3. The system showed significant effects on the self-questioning for fifth and sixth grade students; system showed no significant effects on error detection of narratives for fifth grade students but showed significant effects on error detection of expository texts; system showed significant effects on error detection of narratives and expository texts for sixth grade students; system showed no significant on the cloze test of narratives for fifth and sixth grade students but showed significant effects on cloze test of expository texts; system showed significant effects on the integration of prior knowledge test of narratives for fifth and sixth grade students but showed no significant effects on integration of prior knowledge test of expository texts. 4. For both the higher and less skilled readers of fifth and sixth graders, the system demonstrated positive effects on the majority of the abilities tested.