平衡閱讀教學對國小學童英文閱讀能力及閱讀動機之影響

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Title:
平衡閱讀教學對國小學童英文閱讀能力及閱讀動機之影響
Author: 柳雅梅; Leou, Yea-mei
黃秀霜; Hsiu-Shuang Huang; 教育經營與管理研究所博士班
Subjects: 平衡閱讀教學; 全語教學; 字母拼讀法; balanced reading instruction; whole language; phonics
Description: 本研究之研究目的在探討平衡閱讀教學之課程設計原則，並依照這些原則規劃平衡閱讀教學實驗課程，進而測試此平衡閱讀教學課程對國小學童英文閱讀能力及閱讀動機之影響。本研究之研究對象為72位國小五年級學童，實驗組有18位男生和18位女生，控制組有18位男生和18位女生，實驗教學進行九個星期。在本研究中所指之閱讀能力包括認字能力和閱讀理解能力，以WRAT 3(The Wide Range Achievement Test)的閱讀分測驗和拼字分測驗、英語認字測驗的讀音分測驗和字義分測驗測試學童之認字能力，以英語閱讀能力診斷測驗之句子理解分測驗測量學童之閱讀理解能力，以MRQ(The Motivation for Reading Questionnaire)閱讀動機問卷測量學童的閱讀動機；實驗教學之前和之後對學童施測，再以Ancova進行統計資料分析。此外，運用學習心得問卷、閱讀活動問卷、訪談和教師手札等補充資料，協助深入了解學童對課程的看法。參考文獻、國家教育的發展方向和現場實務的需要，研究者歸納出平衡閱讀教學之課程設計原則，可從五個面向去思考: (一) 環境佈置原則:佈置語言符號豐富的環境，並且設置閱讀角。(二) 讀本選擇原則: 上課使用的書籍應考慮和兒童的生活經驗相關、具預測性、語言層次適當、有用又有吸引力的插圖、有趣、長度適中、排版印刷清晰、以表演方式呈現、能夠研延伸課內學習，而擺放在閱讀角的書籍應該多樣化。(三) 字母拼讀規則選用原則: 教育部公佈的九年一貫英語常用字1000和Fry(2001)常用字母拼讀規則的交集為優先。(四) 理解策略選用原則：預測、提問、尋找關聯、摘要和複習、監控理解是適合教導的理解策略。研究者依上述原則規劃實驗教學課程，結果顯示實驗組的學童在WRAT 3的閱讀分測驗、英語認字測驗的讀音分測驗和字義分測驗、句子理解分測驗和MRQ閱讀動機問卷等方面顯著高於控制組，說明平衡閱讀教學實驗課程能夠有效提升學童之閱讀能力和閱讀動機，而補充資料的分析上也有一致的發現。但是在WRAT3拼字分測驗中，兩組未達顯著差異。研究者依據研究結果做分析，並對教學、行政和未來研究提出建議。
AbstractThis study was designed to find out the principles for designing a balancedreading program for the elementary school students in Taiwan, and to test how thisbalanced reading program influence on the students’ reading ability and readingmotivation. The participants were seventy-two fifth graders. Thirty-six students were inthe experimental group, including 18 boys and 18 girls, and 36 fifth- grade students in thecontrolled group, including 18 boys and 18 girls. The experimental teaching lasted fornine weeks. The reading ability in this study meant the ability of word recognition andreading comprehension. The reading subtest and the spelling subtest of The Wide RangeAchievement Test, the sound subtest of the English Word Recognition and the meaningsubtest of the English Word Recognition were used to test the students’ word recognitionability. The sentence comprehension subtest of the English Achievement Test was usedto evaluate the students’ comprehension ability. The Motivation for ReadingQuestionnaire was used for reading motivation. Pretests and posttests were used beforeand after the intervention. Ancova was used to analyze the data. Besides, questionnairesof learning, questionnaires of reading, interviews and the teaching journals were used togather further information about the program.From the review of literature, the consideration of the national education policyand the practical teaching in the classrooms, the researcher suggested that five factorsshould be taken into consideration when creating a balanced reading program. First, asfor environment, the classroom should be abundant with learning materials and posters.There should be a reading corner for the kids. Second, as for the choosing of the readingmaterials, connecting with the children’s life experience, predicative, fitting the kids’language ability, having useful and attractive pictures, being interesting, having suitablelength and clear layout, being able to act as a play and being able to extend the schoollearning were the principles. Third, as for the principles of phonics, the combinationsbetween the most common words announced by the Ministry of Education and Fry (2001)common phonics rules were good choices. Fourth, as for the strategies of readingcomprehension, prediction, asking, looking for related clues, summary and review, andministering were strategies worthy of teaching.The results showed that the experimental group scored significantly higher thanthe controlled group in reading subtest, sound subtest, meaning subtest, comprehensionsubtest, and reading motivation test after the intervention. Besides, the main findingsfrom the data of the questionnaires, interviews and the teaching journals were consistentto the above statistic results. This study proved that a balanced reading instruction hadpositive influences on students’ reading ability and reading motivation. Suggestions wereprovided to the administrators and English teachers according to the research results.
博士
Creation Date: 2005
Format: 121 bytes
text/html
Language: 中文
Identifier: http://nutnr.lib.nutn.edu.tw/handle/987654321/5312
Source: NUTN IR

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平衡閱讀教學對國小學童英文閱讀能力及閱讀動機之影響

柳雅梅; Leou, Yea-mei 黃秀霜; Hsiu-Shuang Huang; 教育經營與管理研究所博士班 2005

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