對話式閱讀與閃示卡識字閱讀對幼兒閱讀能力與興趣之影響

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對話式閱讀與閃示卡識字閱讀對幼兒閱讀能力與興趣之影響
著者: 張淑婕; Chang, Shu-chieh
張麗君; Li-Chun Chang; 幼兒教育學系碩士班
主題: 閱讀能力; 閃示卡識字閱讀; 對話式閱讀; 閱讀興趣; reading ability; flashcards reading; dialogic reading; reading interest
描述: 本研究旨在探討「對話式閱讀」與「閃示卡識字閱讀」對幼兒閱讀能力與閱讀興趣的影響。本研究採實驗研究前測－後測控制組設計，樣本取樣自臺南市某所公立幼兒園28 名幼生，分為實驗組與對照組，實驗前一週，兩組幼兒皆接受修訂畢保德圖畫詞彙測驗-甲式、中文年級認字量表測驗、繪本目標字測驗及閱讀態度測驗之前測，實驗共進行十週。實驗結束後一週，兩組幼兒皆接受上述四種測驗及故事理解測驗之後測，以了解兩組幼兒詞彙理解、故事理解、認字能力與閱讀興趣之前、後測成績有何差異，一個半月後再進行上述五種測驗之追蹤測驗，以了解兩組幼兒上述各項能力是否有差異，實驗結果是否具有持續性影響。本研究以單因子共變數(ANCOVA)、t-test、敘述統計等統計方法分析量化資料，研究結果如下：一、閃卡組對幼兒繪本識字量之提升優於對話組，並具有持續性影響。二、閃卡組對幼兒中文識字量之提升優於對話組，但不具持續性影響。三、對話組對詞彙理解能力之提升優於閃卡組，並具有持續性影響。四、對話組對故事理解能力之提升優於閃卡組，並具有持續性影響。五、對話組對閱讀興趣之提升優於閃卡組，並具有持續性影響。根據研究結果進而對父母、幼教師等提出建議，並做為未來研究參考。
This study discusses the influence of "Dialogic Reading" and "Flashcards Reading" onthe reading ability and interest of children. The research method the study applies is"pretest-posttest control group design". The object of study is 28 children of the top class in apublic kindergarten in Tainan City. They were divided randomly into the experimental groupand the control group. A week before the experiment, the children of these two groupsreceived the pretest of PPVT-R (Peabody Picture Vocabulary Test-Revised) Form L,Preliminary Graded Chinese Character Recognition Test, target words in sketchbook test, andreading attitude test. The experiment lasted for ten weeks. A week later after the experiment,the children of two groups received the posttest of the four tests given above and storycomprehension test in order to know the difference between the pretest and posttest ofvocabulary comprehension, story comprehension, characters recognition ability and readinginterest. One and a half months later, a tracking test of the five tests above was applied for thedifference of abilities listed above that the children in these two groups had and for whetherthe test results possessed continued influences.The data was collected and analyzed by means of ANCOVA, t-test. The study resultsare as follows:1. The flashcard group improved recognizing characters in sketchbooks, which was betterthan the dialogic group and the influence continued.2. The flashcard group improved recognizing Chinese characters better than the dialogicgroup, but it had no continuous influence.3. The dialogic group improved vocabulary comprehension better than the flashcard groupand the influence continued.4. The dialogic group improved story comprehension ability better than the flashcard groupand the influence continued.5. The dialogic group improved reading interest better than the flashcard group and theinfluence continued.
碩士
建立日期: 2013
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/170
資源來源: NUTN IR

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對話式閱讀與閃示卡識字閱讀對幼兒閱讀能力與興趣之影響

張淑婕; Chang, Shu-chieh 張麗君; Li-Chun Chang; 幼兒教育學系碩士班 2013

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