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題名:國小低閱讀能力學生閱讀理解策略教學效果之研究
作者:吳訓生 引用關係
作者(外文):Shiunn-Sheng Wu
校院名稱:國立彰化師範大學
系所名稱:特殊教育研究所
指導教授:許天威
學位類別:博士
出版日期:2000
主題關鍵詞:閱讀理解策略教學低閱讀能力學生放聲思考晤談單一受試實驗設計reading comprehension strategy instructionlow reading comprehension abilities studentthinking aloudinterviewsingle subject research design
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本研究旨在比較國小五年級高、低閱讀能力學生,閱讀時使用理解策略之狀況的差異;以及透過閱讀理解策略教學來檢驗,低閱讀能力學生是否能因理解策略教學而提升其閱讀理解能力。整個研究分兩個階段進行,第一個階段是運用放聲思考與晤談兩種方法,來分析兩組受試在閱讀時,使用理解策略之狀況的差異,並以研究的結果,作為第二階段之教學實驗的題材。在經過「跨受試之多基準線實驗設計」之安排的教學後,研究者運用單一受試實驗設計之視覺分析、各時期之平均答對率的比較、及簡化之時間系列的統計分析等方法,分析閱讀理解策略教學處理的效果。整個研究的研究結果如下:
1.高閱讀能力受試與低閱讀能力受試都經常以釋義及聯想延伸等兩
項理解策略,來增進他們對文章的理解。
2.高閱讀能力受試傾向於從整體的角度,以及使用比較有組織的方
式,來整理文章的要點。
3. 高閱讀能力受試對自己的理解狀況及分心狀況有比較精確的覺察力;當理解碰到困難時,會以比較主動積極的重讀、理解監控、形成問題等策略來克服或因應。
4. 低閱讀能力受試經過閱讀理解策略教學後,他們在閱讀理解測驗上的表現都呈現往上爬昇的趨勢;表現的水平也都往上昇高,平均水平變化值為+18.36%。
5. 本研究的理解策略教學處理效果在處理期前半段比較不穩定,在處理期後半段比較顯著;另外,此教學處理具有保留效果,而且能類化到社會科之理解測驗的表現。
6. 受試者表示喜歡本理解策略教學的教學活動,也認為對自己有幫助;受試者之任課老師認為教學效果尚未能對學生在平時課堂中的學習表現產生明顯的影響。
The effects of a reading comprehension strategy program on fifth grade students with low reading comprehensive abilities
Supervisor: Tian-Way Sheu
Investigator: Shiunn-Sheng Wu
Abstract
The purposes of the study are to compare the difference of using comprehension strategies with high and low comprehensive students, and to examine the effects of a reading comprehension strategy program. Two methodologies, thinking aloud and interview, are used to investigate the comprehensive strategies in reading. Researcher also utilize ‘ the multiple baseline design across subjects’ to assign the teaching experiment procedure
and analyse the teaching effects. The results of the study are follow:
1. Paraphrasing and elaborating are the two comprehensive strategy often
used to improving the reading comprehension .
2. Students with high comprehensive abilities employ the whole and organized approach to summarize the content.
3. Students with high comprehensive abilities monitor their comprehensive
and attractive state frequently and precisely. They use the backtracking ,
comprehensive monitoring , questions generating to overcome the difficulties
of comprehension in reading.
4. The reading comprehension strategy program evidently improve the reading comprehension of low comprehensive abilities students.
5. The subject like the reading comprehension strategy program and can use the strategies to their studing usually.
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