:::

詳目顯示

回上一頁
題名:交互教學法對科大學生日語閱讀理解與後設認知策略之影響研究
作者:陳美資
作者(外文):Chen, Mei- Tzy
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:陳繁興
學位類別:博士
出版日期:2014
主題關鍵詞:交互教學法後設認知閱讀策略日語讀解reciprocal teachingmeta-cognitivereading strategiesJapanese Reading
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:100
摘要
本研究的目的是調查並且實踐交互教學(reciprocal teaching)的課程並探討其教學成效,採取不等組前後測準實驗設計,以某私立科技大學一年級學生為對象,實驗組45人,控制組39人,進行十週的實證實驗研究。利用現有班級所進行的實驗設計,實驗組接受交互教學法,控制組則接受傳統教學法。標準化的日本語能力測驗N3讀解用來評估學生的日語閱讀能力。後設認知閱讀策略量表參考國外相關量表改編,以AMOS進行結構方程模式中的驗證性因素分析,用來評估學生的後設認知能力。交互教學法回饋問卷為瞭解實驗組學生對交互教學法的看法和態度。
本研究之兩組樣本分別進行前測、後測及追蹤後測,經描述性統計方法、單因子共變數分析、獨立樣本t檢定以及相依樣本t檢定等統計方法考驗假設,本研究的主要發現如下:
一、交互教學法有助於提昇日語閱讀理解能力且具有持續 效應。
二、交互教學法能有效提昇後設認知能力且具有持續效應。
三、交互教學法普遍受到學生喜愛。
四、多數實驗組學生認為交互教學法的閱讀策略是有幫的。「摘要」被認為是最有用的策略。
ABSTRACT
The purposes of this study were to investigate and to practice the course of reciprocal teaching method using nonequivalent group quasi-experimental design. The subjects of the experimental were freshmen from one private university of technology: 45 people in treatment group; 39 in control group. Employing the existed classes, this study conducted ten-week teaching experiment. In specific, treatment group was taught by reciprocal method; while, control group was taught by generally traditional teaching method. The context of standardized Japanese capability test Level three was applied to evaluate student’s Japanese reading ability. The scales of meta-cognitive reading strategies were referred to the scales of the related literature, and revised into the context of Japanese reading. The author used AMOS version 16.0 to conduct the factor analysis of Structural equation model, and aimed on evaluating the meta-cognitive reading abilities of students. In additional, feedback questionnaire was applied to uncover the results of training received by students from reciprocal teaching, as well as the attitude of student’s reading strategies.
This study applied pre-test, post-test and follow-up post-test for two groups teaching by reciprocal and generally traditional teaching methods, respectively. From the results of the descriptive statistics, the one-way ANCOVA, the independent t-test, and the paired t-test from experiment group and control groups, the findings of this study were as follows.
1. Reciprocal teaching was benefit in improving Japanese reading ability and having persistent impacts.
2. Reciprocal teaching method effectively improved the meta-cognitive capability of Japanese reading and the effect was enlarged.
3. The subjects (students) were fond of reciprocal teaching classes.
4. The majority of the students form experiment group thought the reading strategy of the reciprocal teaching method was helpful and useful.
參考文獻
壹、中文部分
邱皓正(2008)。量化研究與統計分析。台北:五南。
楊淑萍(2012)。技職院校學生日語學習策略運用與其學習成就之關係探討-以南亞技術學院為例。語文與國際研究,9,1-12。new window
林明煌(2010)。台湾大学生の日本語学習ストラテジー調査票(SIJLL)の開発=臺灣大學生日語學習策略量表(SIJLL)之開發。臺灣日本語文學報,28,233-257。new window
胡永崇(1995)。後設認知閱讀策略教學對國小閱讀障礙學童閱讀理解成敗之研究(未出版之博士論文)。國立彰化師範大學,彰化市。new window
陳密桃(1992)。國民中小學生的後設認知及其與閱讀理解之相關研究(未出版之博士論文)。國立政治大學,台北市。
蘇宜芬、林清山(1992)。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響。國立台灣師範大學教育心理與輔導學系,25,245-267。new window
張佳琳(2012)。有效促進理解的閱讀教學方法。教育人力與專業發展雙月刊,3(29),83-90。

劉潔玲、陳維鄂(2003)。檢討在香港中學中文科實施閱讀策略教學的成就。教育學報,1(31),59-94。new window

貳、日文部分
秋田喜代美(2007)「教室談話を通じたメタ認知機能の形成」『心理学評論』第50号、285-296。
秋田喜代美(2008)「文章の理解におけるメタ認知」『メタ認知—学習力を支える高次認知機能—』北大路書房。
石井怜子・田川麻央(2010)「言語手がかりに注目した読解ストラテジー教育の可能性を探る―第一言語読解教育研究からJSL読解教育への示唆―」『言語文化と日本語教育』第39号、70-83。
伊藤貴昭(2005)「科学的説明文における学習方略の筆記効果とその影響」『社会学研究科紀要』第60号、113-121。
井上尚美(2007)『思考力育成への方略―メタ認知‧自己学習‧言語理論』明治図書。
岡本真彦(2001)「メタ認知」森敏昭(編著)『おもしろ思考のラボラトリー』北大路書房、139-160。
川辺香織(2010)「高校生のクリティカル・リーディングの方略育成に関する研究」『熊本大学社会文化研究』 第8号、133-145。
菊池民子(2002)「読解前活動としての自由連想法の効果」『言語文化と日本語教育』お茶の水女子大学日本言語文化学研究会 第23号、13-24。
金 妍(2011)「日本語授業における学習者のメタ認知の分析」『接触場面・参加者・交互行為 接触場面の言語管理研究』第9号、103-116。
輿幸雄、生野金三、下田好行 (2003)「学習者のメタ認知能力を促すポートフォリオの再構成についての研究― 「読書と豊かな人間性」の授業を手がかりとして―」『教育実践研究』第4号、1-8。
小田野紘子(2008)「Reciprocal Teachingを用いた読みの学習の研究」『信大国語教育』第18号、25-38。
小森三恵(2010)「ワーキンメモリ之容量制約がメタ認知的モニタニングに及ぼす影響」『千里金蘭大学紀要』第7号、34-42。
小林友世(2010)「メタ認知の構成要素と学習の関係」『人間文化学部学生論文集』第8号、88-99。
佐藤礼子(2002)「第二言語(日本語)の読みにおけるメタ認知に関する一考察」『広島大学大学院教育学研究科紀要第二部』第51号、25-281。
清水誠、安田修一、高垣マユミ(2009)「相互教授を導入した授業における相互作用の効果-消化と吸収の学習を事例に-」『理科教育学研究』50(2)、日本理科教育学会、81-88。
清水寛之(2008)『メタ記憶:記憶のモニタリングとコントロール』北大路書房。
高垣マユミ、田原裕登志(2005)「交互教授が小学生の電流概念の変容に及ぼす効果とそのプロセス」『教育心理学研究』第53号、551-564。
田中望、佐藤理美(9093)『日本語教育の理論と実際―学習支援システムの開発』大修館書店。
陳美資(2014a)「相互教授法と日本語読解」東呉大學外國語文學院建院三十週年慶及び2014年語言、文學與文化校際學術研討会、126-141。
陳美資(2014b)「相互教授法の実践」修平科技大学人文創意実務応用学術研討会、213-225。
長崎英明(2008)「説明的文章の文章構成における段落の役割に関する読者の認知の仕方についての研究」『弘前大学教育学部紀要』第100号、7-15。
松浦拓野(2003)「理科教育におけるメタ認知能力の育成に関する研究」『広島大学博士論文』。
三宮真智子(1995)「メタ認知を促すコミュニケーション演習の試み」『鳴門教育大学学校教育研究センター紀要』第9号、53-61。
三宮真智子(1996)「思考におけるメタ認知と注意」市川伸一(編)『認知心理学4思考』東京大学出版会。
三宮真智子(2008)「メタ認知研究の背景と意義」三宮真智子(編)『メタ認知—学習力を支える高次認知機能—』北大路書房。
峰本義明(2012)「読解方略を適切に使用させる指導方法論の検討:メタ認知についての知見を基に」『現代社会文化研究科』第55号、33-49。
三宅なほみ (2005)「学習プロセスそのものの学習:メタ認知研究から学習科学へ」『日本認知科学学会冬のシンポジウム予行集』136-137。
村山航(2006) 「テスト形式が学習方略に与える影響とそのプロセスの解明」『東京大学博士論文』。
森敏昭(2008)「思考と言語の力―メタ認知の育成法」『児童心理』金子書房、191-219。
森本多喜子(1994)「中級日本語読解における読解ストラテジーと交互教授法の効果」『日本語教育論集‧世界の日本語教育』第4号、75-83。
山下美樹(2014)「短期留学のための構成主義教育理論に基づいた異文化コミュニケーションコースの紹介と実践の振り返り」『麗澤学際ジャーナル』第22号、99-117。
山本はるか(2013)「キャサリン・スノーによる読むことの教育理論」『む京こ都と大学の大教学育院理教論育学研究科紀要』第59号、611-623。
吉野巌、懸田孝一・宮崎拓弥・浅村亮彦(2008)「成人を対象とする新しいメタ認知尺度の開発」『北海道教育大学紀要』第59巻、第1号、265-274 。
盧錦姬(2013)『台湾人日本語学習者のビリーフ、学習ストラテジー、自己調整学習に関する研究』尚昂文化。
渡邉久暢(2011)「高校国語科評論文における読解方略指導のあり方―学習者による「ふりかえり」に焦点をあてて」『福井大学教育実践研究』第36号、1-12。
渡邊芙裕美(2013)「読解前の指示が学習者の読みのプロセスに与える影響」『日本和日語教育』第41号、慶應義塾大學日本研究中心、97-108。

参、英文部分
Adams, M. J. (1977). Failures to comprehend and levels of processing in reading. In Center for the Study of Reading: Technical Report (Vol. 37, 3-25). Cambridge, MA: Bolt Beranek and Newman Inc.
Adams, M. J., &; Collins, A. (1977). A schema-theoretic view of reading. In Center for the Study of Reading: Technical Report (Vol. 32, 19-38). Cambridge, MA: Bolt Beranek and Newman Inc.
Afflerbach, P. (1986). The influence of prior knowledge on expert reader. In J. Niles &; R. Lalik (Eds.), National reading conference yearbook. Solving problems in literacy: Learners, teachers, and researchers (Vol. 35, 30-40). Rochester, NY: National Reading Conference.
Alfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. The Journal of Educational Research, 97(4), 171-184.
Ahmadi, M. R., &; Hairul, N. I. (2012). Reciprocal teaching as an important factor of improving reading comprehension. Journal of Studies in Education, 2(4), 153-173
Ahmadi, M. R., &; Pourhossein, A. G. (2012). Reciprocal teaching strategies and Their Impacts on English reading comprehension. Theory and Practice in Language Studies, 2(10), 2053-2060
Alvermann, D.E., &; Phelps, S.F. (1998). Content reading and literacy: Succeeding in today’s diverse classrooms (2nd Ed.).Boston: Allyn &; Bacon.
Anderson, R. C. (1977). The notion of schemata and the educational enterprise: General discussion of the conference. In schooling and the acquisition of knowledge, ed. Richard C. Anderson, Rand J. Spiro, and William E. Montague. Hillsdale, NJ: Erlbaum.
Armbruster, W. S. (1984). The role of resin in angiosperm pollination: Ecological and chemical considerations. American Journal of Botany, 71, 1149-1160.
Armbruster, W. S. (1985). Patterns of character divergence and the evolution of reproductive ecotypes of Dalechampia scandens (Euphorbia ceae). Evolution 39, 733–752.
Armbruster W. S. (1986). Reproductive interactions between sympatric dalechampiaspecies: Are natural assemblages “random” or organized? Ecology, 67, 522–533.
Artis, A. B. (2008). Improving marketing students' reading comprehension with the SQ3R method. Journal of Marketing Education, 50(2), 130-137.
Bagozzi, R. P., &; Yi, Y. (1988a). On the evaluation of structure equations models, Academic of Marketing Science, 16(1), 76-94.
Bagozzi, R. P., &; Yi, Y. (1988b). On the use of structural equation model in experimental designs, Journal of Marketing Research, 26(3), 271-284.
Bazerman, C. (1985). Physicist reading physics: Schema-laden purposes and purpose-laden schema. Written Communication 2(1), 3-23.
Beck, I. L., McKeown, M. G., Sinatra, G. M., &; Loxterman, J. A. (1991). Revising social studies text from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly, 27, 251-276.
Bentler, P. M., &; Wu, E. J. C. (1993), EQS/Windows user’s guide. Los Angeles, CA: BMDP Statistical Software.
Biber, D. (1988). Variation across speech and writing. Cambridge, MA: Cambridge University Press.
Block, E.L. (1992). See how they read: Comprehensive monitoring of L1 and L2 readers. TESOL Quarterly, 26(2), 43-319.
Borkowski, J. G., &; Muthukrishna, N. (1992). Moving metacognition into the classroom: Working models and effective strategy teaching. In M. Pressley, K. R. Harris, &; J. T. Guthrie (Eds.), Promoting academic competence and literacy in school. (77-501). Toronto, ON: Academic Press.
Borkowski, J., Carr, M., &; Pressely, M. (1987). "Spontaneous" strategy use: Perspectives from meta-cognitive theory. Intelligence, 11, 61-75.
Britton, B. K., &; Gulgoz, S. (1991). Using kintsch's model to improve instructional text: Effects of inference calls on recall and cognitive structures. Journal of Educational Psychology, 83, 329-345.
Brown, A. L. (1987). Meta-cognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert &; R. H. Kluwe (Eds.), Meta-cognition, Motivation, and Understanding (65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Brown, A. L., Campione, J. C, Ferrare, R. A., Reeve, R. A., &; Palinscar, A. S. (1991). Interactive learning and individual understanding: The case of reading and mathematics. In L. T., Landsman (Ed.), Culture, Schooling, and Psychological Development: Vol. 4. Human Development (136-170). Norwod, NJ: Ablex Publishing Corporation.
Brown, J. S., Collins, A., &; Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
Brown, J.S., Collins, A., and Duguid, P (1989). Situated cognition and the culture of learning. Educational Researcher, 18(l), 32-42.
Burke, K. (1999). The mindful school: How to assess authentic learning (3rd ed.), Sky Light Training and Publishing, USA. ISBN 1-57517-151-1 (136–170). Norwood, NJ: Ablex Publishing Corporation.
Campbell, J. R., Hombo, C. M., & Mazzeo, J. (2000). NAEP 1999 Trends in academic progress: Three decades of student performance. NCES 2000–469. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Campione, J. C., Brown. A. L., & Ferrara, R. A. (1988). Mental retardation and intelligence. In R. J. Sternberg (Ed.), Handbook of human intelligence (392-490). New York: Can bridge University Press.
Campione, J. C., &; Brown. A. L. (1988). Meta-cognition as a basis for learning support software. Performance Improvement Quarterly, 7(2), 3-26.
Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
Che, Y. N. (2014) A study on the application of schema theory to English newspaper reading, Theory and Practice in Language Studies, 4(2), 441-445.
Chen, C.H. (2010). Metacognitive reading strategies used by college students and their FL reading attitudes. Unpublished Master Thesis. Southern Taiwan University of Science and Technology, Tainan, Taiwan.

Chen, L.C. (2007). A study of the relationship between EFL reading anxiety and reading strategy use. Unpublished Master Thesis. National Taiwan University of Science and technology, Taipei, Taiwan.
Chi, M., Feltovich, P., &; Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
Chiou, C. (2008). The effect of concept mapping on students' learning achievements and interests. Innovations in Education &; Teaching International, 45(4), 375-387
Christen, W. L., &; Murphy, T. J. (1991). Increasing comprehension by activating prior knowledge. ERIC Clearinghouse on Reading, English, and Communication Digest #61. (ERIC Document Reproduction Service No. EDO-CS-91-04)
Choi, H. J., &; Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. British Journal of Education Technology, 79(4), 215-227.
Collins, A., Brown, J. S., Holum A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 1-18.
Cote, N., Goldman, S. R., &; Saul, E. U. (1998). Students making sense of informational text: Relations between processing and representation. Discourse Processes, 25(1), 1-53.
Dasu, S., Ahmadi, R., &; Carr, S. M. (2012). Gray markets, a product of demand uncertainty and excess inventory. Production and Operations Management, Forthcoming. [ Link ]
Doolittle, P.E., Hicks, D., Triplett, C.F., Nichols, W.D., &; Young, C. A. (2006). Reciprocal teaching for reading comprehension in higher education: A strategy for fostering the deeper understanding of texts. International Journal of Teaching and Learning in Higher Education. 17(2), 106-118.
Dubin, F. (1982). What every teacher should know about reading. In Forum Anthology (1979-1983). Washington, D.C. USA: Information Agency. (125-128)
Duke, N. K., Pressley, M., &; Hilden, K. (2004). Difficulties with reading comprehension. (501-520). New York: Guilford.
Ezell, H. K., Hunsicker, S. A., &; Quinqué, M. M. (1997). Comparison of two strategies for teaching reading comprehension skills. Education and Treatment of Children, 20(4), 365-382.
Feldt, R.C., &; Robert, E.M. (1999). Learning how to read empirical research articles: An application of a modified version of SQ3R. Reading Improvement, 36(2), 102-108.


Flavell, J.H. (1976). Meta-cognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (231–236). Hillsdale, NJ: Erlbaum.
Flavell, J. H. (1979). Meta-cognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Flavell, J.H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills (40). New York: Academic Press.
Flavell, J. H. (1987). Speculations about the nature and development of meta-cognition. In F. E. Weinert &; R. H. Kluwe (Eds.), Meta-cognition, motivation, and understanding (21-29). Hillside, NJ: Lawrence Erlbaum Associates.
Flavell, J. H., Miller, P.A., &; Miller, S.A. (1993). Cognitive development (3rd edition). Englewood Cliffs, NJ: Prentice Hall.
Fornell, C., &; Larcker, D. F. (1981), Evaluating structural equation models with unobservable and measurement error, Journal of Marketing Research, 18, 39-50.
Foster, E., &; Rotoloni, B. (2005). Reciprocal teaching. Available online on http://projects.coe.uga.edu/epltt/index.php?title=Reciprocal_
Teaching. Retrieved on November 25th 2012
Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale, NJ: Erlbaum.
Givon, T. (1992). The grammar of referential coherence as mental processing instructions. Linguistics, 30, 5-55.
Gilakjani, A. P., &; Ahmadi, M. R. (2012). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977–988.
Glynn, S., &; DiVesta, F. (1977). Outline and hierarchical organization as aids for study and retrieval. Journal of Educational Psychology, 69(2), 89-95.
Goldman, S. R., &; Murray, J. D. (1992). Knowledge of connectors and as cohesion devices in text: A comparative study of native-English and English-as-a-second-language speakers. Journal of Educational Psychology, 84, 504-519.
Golman, S. R., Saul, E. U., &; Cote, N. (1995). Paragraphing, reader, and task effects on discourse comprehension. Discourse Processes, 20, 273-305.
Gourgey, A. F. (1998). Meta-cognition in basic skills instruction. Instructional Science, 26(1), 81-96.


Graesser, A. C., &; Britton, B. K. (1996). Five metaphors for text understanding: Models of understanding text. Mahwah: Erlbaum.
Graesser, A. C., Millis, K. K., &; Zwaan, R. A. (1997). Discourse comprehension. Annual Review of Psychology, 48, 163-189.
Hacker, D., &; Tenant, A. (2002). Implementing reciprocal teaching in the classroom: Overcoming obstacles and making modifications. Journal of Educational Psychology, 94, 699-718.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2006), Multivariate data analysis(6th Ed.), Pearson Education Inc. , Upper Saddle River, New Terssey.
Haviland, S. E., &; Clark, H. H. (1974). What's new? acquiring new information as a process in comprehension. Journal of Verbal Learning and Verbal Behavior, 13, 512-521.
Hiebert, E. H., Englert, C. S., &; Brennan, S. (1983). Awareness of text structure in recognition and production of expository discourse. Journal of Reading Behavior, 15, 63-79.
Hill, L. H. (2005). Concept mapping to encourage meaningful student learning. Adult Education, 16(3), 7-13.
Hirsch, E. D. (2003). Reading comprehension requires knowledge of words and the world. American Educator, 10-44.

Hou, Y. J. (2013). Taiwanese EFLs’ metacognitive swareness of reading strategy and reading comprehension. Foundations of Augmented Cognition Lecture Notes in Computer Science, 8027, 41-49.
H. Şenay Şen. (2009). The relationship between the use of meta-cognitive strategies and reading comprehension, Procedia- Social and Behavioral Sciences, 1, 230-234.
Iravani, F., Dasu, S., & Ahmadi, R. (2012). A hierarchical framework for organizing a software development process. Operations Research, 60(6), 1310-1322.
Jacobs, J. E., &; Paris, S. G. (1987), Children’s meta-cognition about reading: Issues in definition, measurement, and instruction, Educational Psychologist, 22(3 &; 4), 255-278.
Kaiser, H. F. (1974), An index of factorial simplicity. Psychometrika, 39(1), 31-36.
Khan, F. A., & Khan, S. A. (2013). Meta-cognitive reading strategies in relationship with scholastic achievement in science of IX standard students of english medium schools in aurangabad city, Mier Journal of Educational Studies, Trends and Practices.


Kim, A., Vaughn, S., Klingner, J., Woodruff, A., Reutebuch, C ., &; Kouzekanani, K. (2006). Improving the reading comprehension of middle school students with disabilities through computer-assisted collaborative strategic reading. Remedial and Special Education, 27(4), 235-249.
Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163-182.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, MA: Cambridge University Press.
Kintsch, W., &; Vipond, D. (1979). Reading comprehension and readability in educational practice and psychological theory. In L. Nilsson (Ed.), Perspectives of memory research (325-366). Hillsdale, NJ: Erlbaum Associates, Inc.
Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., &; Monseur, C. (2002). Reading for change: Performance and engagement across countries. Paris: Organization for Economic Co-operation and Development (OECD).
Langer, J. A. (1986). Children reading and writing: Structures and strategies. Norwood, NJ: Ablex.


Lei, S. A., Rhinehart, P. J., Howard, H. A., &; Cho, J. K. (2010). Strategies for improving reading comprehension among college students. Reading Improvement, 47(1), 30-42.
Li, S., &; Munby, H. (1996). Meta-cognitive strategies in second language academic reading: A qualitative investigation. English for Specific Purposes, 15(3), 199–216.
Linderholm, T., Everson, M. G., van den Broek, P., Mischinski, M., Crittenden, A., &; Samuels, J. (2000). Effects of causal text revisions on more- and less-skilled readers’ comprehension of easy and difficult narrative texts. Cognition and Instruction, 18, 525-556.
Livingston, J. A. (1997). Meta-cognition: An overview. From http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm
Lorch, R. F. (1989). Text signaling devices and their effects on reading and memory processes. Educational Psychology Review, 1, 209-234.
Lorch, R. F., &; Lorch, E. P. (1996). Effects of organizational signals on free recall of expository texts. Journal of Educational Psychology, 78, 263-270.
Mayer, R.E. (2008). Learning and instruction. (2 ed.) Upper Saddle River, NJ: Prentice Hall.

McKeown, M. G. Office of Educational Research and Improvement, (1990). The relative contribution of prior knowledge and coherent text to comprehension. Pittsburgh: Pittsburgh University.
Mcleod, S. A. (2007). Simply psychology: Vygotsky theory of social development. Retrieved 6 December 2011, from http://www.simplypsychology.org/vygotsky.html
McNamara, D. S., Kintsch, E., Songer, N. B., &; Kintsch, W. (1996). Are good texts always better? interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14(1), 1-43.
Metcalfe, J., &; Shimamura, A. P. (1994). Meta-cognition: Knowing about knowing. Cambridge, MA: MIT Press.
Meneghetti, C., Carretti, B., &; De Beni, R. (2006). Components of reading comprehension and scholastic achievement. Learning and Individual Differences, 16(4), 291-301.
Millis, K., Graesser, A. C., &; Haberlandt, K. (1993). The impact of connectives on memory for expository texts. Applied Cognitive Psychology, 7, 317-340.

Mohammad, R. A., & Ismail, H. N. (2012). Reciprocal teaching strategy as an important factor of improving reading, Comprehension Journal of Studies in Education, 1(1), 72-87.
Mohammad, R. A., & Gilakjani, A. P. (2012). Reciprocal teaching strategies and their impacts on english reading comprehension. Theory and Practice in Language Studies, 2(10), 2053-2060.
Mokhtari, K., &; Reichard, C. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259.
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: Mcgraw-Hill.
O'Donnel, P., Webber, K. P., &; McLaughlin, T. F. (2003). Improving correct and error rate and reading comprehension using key words and previewing: A case report with language minority students. Education and Treatment of Children, 26(3), 237-254.
OECD (2007b). Pisa 2006: Science competencies for tomorrow's world - executive summary, Paris: Author.
OECD (2010a). PISA 200 assessment framework: Key competencies in reading, mathematics and science. Paris: Author.

OECD (2010b). PISA 200 results: What students know and can do. Paris: Author
Omari, H. A., & Weshah, H. A. (2010). Using the reciprocal teaching method by teachers at jordanian schools. European Journal of Social Sciences, 15, Available online on http://www.eurojournals.com/ejss_15_1_03.pdf. retrieved on November 25th 2012
O’Malley, J.M., Chamot, A.U., Stewner-manzanares, G., Russo, R.P., & Kupper, L. (1985). Learner strategy application with students of English as a second language. TESOL Quarterly 19(3), 557-584.
O'Reilly, T., &; McNamara, D. S. (2007). Reversing the reverse cohesion effect: Good texts can be better for strategic, high-knowledge readers. Discourse Processes, 43, 121-152.
Ostovar Namaghi, S. A., &; Shahhosseini, M. R. (2011). On the effect of reciprocal teaching strategy on EFL learners’ reading proficiency. Journal of Language Teaching and Research, 2(6), 1238-1243.
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle &; Heinle.

Ozuru, Y., Dempsey, K., &; McNamara, D. S. (2009). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction, 19, 228-242.
Palincsar, A.S. (1986). Reciprocal teaching. In Teaching Reading as Thinking. Oak Brook, IL: North Central Regional Educational Laboratory.
Palincsar, A. S., &; Brown, A. L. (1984). Reciprocal teaching of comprehension-foster and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
Palincsar, A. S., Ransom, K., &; Derber, S. (1988-89). Collaborative research and development of reciprocal teaching. Educational Leadership, 46(4), 37-40.
Panmanee, W. (2009). Reciprocal teaching procedure and regular reading instruction: Their effects on students’ reading development. (Master Thesis). Prince of Songkla University.
Paris, S. G., &; Winograd, P. (1990). How metacognition can promote academic learning and instruction. (B.F. Jones &; L. Idol Eds.), Dimensions of thinking and cognitive instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.
Parker, J. K. (1993). Lecturing and loving it. Applying the information-processing model, 67(1), 8-12.
Pearson, P. D. (1975). The effects of grammatical complexity on children's comprehension, recall, and conception of certain semantic relations. Reading Research Quarterly, 10, 155-192.
Perfetti, C. A., &; Britt, M. A. (1995). Where do propositions come from? In C. Weaver, S. Mannes &; C. Fletcher (Eds.), Discourse comprehension: Essays in honor of Walter Kintsch. Hillsdale, NJ: Erlbaum.
Perkins, D. N. (1995). Outsmarting IQ: The emerging science of learnable intelligence.
Pilonieta, P., &; Medina, A.L. (2009) Reciprocal teaching for the primary grades: "We can do it, too!" The Reading Teacher, 63(2), 120–129.
Prado, L., &; Plourde, L. (2005). Increasing reading comprehension through the explicit teaching of reading strategies: Is there a difference among the genders?. Reading Improvement, 48(1), 32-43.
Pressley, M., &; Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale NJ: Erlbaum.
Pressley, M., Brown, R., El-Dinary, P., &; Afflerbach, P. (1995). The comprehension instruction that students need: Instruction fostering constructively responsive reading. Learning Disabilities Research and Practice, 10, 215-224.
Pressley, M. (2000). What should comprehension instruction be the instruction of?. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, &; R. Barr (Eds.), Handbook of Reading Reasearch Volume III . Mahwah NJ: Erlbaum. 545-561.
Reading Rockets (2010). Classroom strategies reciprocal teaching. Retrieved from http://www.readingrockets.org/strategies/reciprocal_teaching
Reicher, G. M. (1969). Perceptual recognition as a function of meaningfulness of stimulus material. Journal of Experimental Psychology, 81, 275-280.
Roemer, T. A., Ahmadi, R., Dasu, S. (2012). The traveling salesman problem with flexible coloring. Discrete Applied Mathematics, 160(12), 1798-1814.
Rogoff, B., & Gardner, W.P. (1984). Adult guidance of cognitive development. In B. Rogoff and J. Lave (Eds.), Everyday cognition: Its development in social contexts. (95-116). Cambridge: Harvard University Press.
Rosenshine, B., &; Meister, C. E. (1993). Reciprocal Teaching: a review of 19 experimental studies. Technical Report No. 574. Center for the Study of Reading, Urbana, Illinois. Retrieved November 15, 2007 from ERIC database.
Rosenshine, B., &; Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530.
Rumelhart, D. E. (1975). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance VI. Hillsdale, NJ: John Wiley &; Sons.
Scardamalia, M., &; Bereiter, C. (1984). Development of strategies in text processing. In H. Mandl, N. Stein &; T. Trabasso (Eds.), Learning and comprehension of text (379-406). Hillsdale, NJ: Erlbaum Associates, Inc.
Schuberth, R. E., &; Eimas, P. D. (1977). Effects of context on classification of words and non-words. Journal of Experimental Psychology: Human Perception and Performance, 3, 27-36.
Shapiro, A. (2004). How including prior knowledge as a subject variable may change outcomes of learning research. American Educational Research Journal, 41, 159-189.
Shaw, V. N. (1999). Reading, presentation, and writing skills in content courses. College Teaching, 47(4), 153-157.
Shefield, R.M., Montgomery, R.J., &; Moody, P.G. (2005). Cornerstone: Building on your best. Upper Saddle River, NJ: Pearson/Prentice Hall.

Snowling, M. J., &; Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. Educational Psychology, 81(1), 1-23.
Sporer, N., Brunstein, J.C., &; Kieschke, U. (2009). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272-286.
Stein, N. L., &; Trabasso, T. (1982). What's in a story: An approach to comprehension and instruction. In I. Glaser (Ed.), Advances in instructional psychology (Vol. 2, 212-267). Hillsdale, NJ: Erlbaum Associates, Inc.
Stein, N. L., &; Policastro, M. (1984). The concept of a story: A comparison between children's and teachers' perspectives. Learning and comprehension of text (113-158). Hillsdale, NJ: Erlbaum Associates, Inc.
Sternberg, R.J. (1977). Intelligence, information processing, and analogical reasoning. Hillsdale, NJ: Erlbaum.
Sternberg, R.J. (1983). Criteria for intellectual skills training. Educational Researcher, 12, 6-12.

Sternberg, R. J. (1984). What should intelligence tests test? Implications for a triarchic theory of intelligence for intelligence testing. Educational Researcher, 13(1), 5-15.new window
Sternberg, R.J. (1985). Beyond IQ. New York: Cambridge University Press.
Sternberg, R. J. (1986a) Inside intelligence: Cognitive science enables us to go beyond intelligence tests and understand how the human mind solves problems. American Scientist, 74(2), 137-143.
Sternberg, R. J. (1986b). Intelligence applied. New York: Harcourt Brace Jovanovich Publishers.
Sternberg, R. J., &; Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.
Sternberg, R.J. (1997). Thinking styles. New York: Cambridge University Press.
Sternberg, R.J. (1999). Handbook of creativity. New York: Cambridge University Press.
Sternberg, R. J. (2006). Cognitive psychology. (4th Ed). Thomson Wadsworth, 219. ISBN 0534514219.

Stricklin, K. (2011). Hands-on reciprocal teaching: A comprehension technique. The Reading Teacher, 64(8), 620-625.
Tarchi, C. (2010). Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge. Learning and Individual Differences, 20, 415-420.
Tei, E,&Stewart, O. (1985). Effective studying from text. Forum for Reading, 16(2), 46-55. [ED 262 378]
Tulving, E., &; Gold, C. (1963). Stimulus information &; contextual information as determinants of tachistoscopic recognition of words. Journal of Experimental Psychology, 66, 319-327.
Van Dijk, T. A., &; Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic.
Voss, J. F., &; Silfies, L. N. (1996). Learning from history text: The interaction of knowledge and comprehension skill with text structure. Cognition and Instruction, 14, 45-68.
Vygotsky, L. (1978). Interaction between learning and development (79-91). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.

Whaley, J. F. (1981). Readers' expectations for story structures. Reading Research Quarterly, 17, 90-114.
Wheeler, D. D. (1971). Processes in word recognition. Cognitive Psychology, 1, 59-85.
White, H. (2004). Nursing instructors must also teach reading and study skills. Reading Improvement, 41, 38-50.
Wisaijorn, P. (2003). Teaching reading comprehension to Thai EFL students: Reciprocal teaching procedure in small group work. Unpublished Ph.D., University of Canberra.
Wittrock, M. C., Marks, C., &; Doctorow, M. (1975). Reading as a generative process. Journal of Educational Psychology, 67, 484-489.
Yang, Y. F. (2010). A reciprocal peer review system to support college students’ writing. British Journal of Educational Technology, 42(4), 687-700.
Yang, Y. F. (2010) Cognitive conflicts and resolutions in online text revisions: Three profiles. Educational Technology &; Society., 13 (4), 202-214.

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE