臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：讀者劇場方案對南臺灣國小六年級學童之英文靜默閱讀及朗讀語調表現之效益研究
作者：王振茂
作者(外文)：Chen-mao Wang
校院名稱：高雄師範大學
系所名稱：英語學系
指導教授：張玉玲
學位類別：博士
出版日期：2015
主題關鍵詞：朗讀語調；朗讀表達力；聲韻表現；讀者劇場；超音段；朗讀；reading prosody；reading expressiveness；prosodic performance；Readers Theater；suprasegmental；oral 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:29
本論文旨在探討讀者劇場方案對南臺灣國小六年級學童之英文靜默閱讀及朗讀語調表現之效益研究。本研究以南臺灣某國小一百八十位六年級修習英語為外語課程之學童為研究對象，實施為期十六週教學，並將該學生分成實驗組(八十四人)與控制組(八十人)。首先，以獨立樣本t檢定和成對樣本t檢定比較實驗組和控制組學生於該方案實施前、後的英文靜默閱讀與朗讀語調表現是否有顯著差異。接著，以獨立樣本t檢定比較實驗組和控制組學生於該方案實施後對於英文靜默閱讀表現和朗讀語調表現的回應是否有顯著差異。進而，以敘述統計針對實驗組學生對於及讀者劇場方案的回應加以分析。此外，並以質性分析法比較實驗組和控制組學生對於靜默閱讀活動、朗讀語調活動和讀者劇場閱讀活動在學習上的收穫和困難。最後，以Pearson積差相關將實驗組學生對於英文靜默閱讀表現、朗讀語調表現及讀者劇場表現的回應進行相關分析。
本研究結果摘要如下：
一、實驗組與控制組學生的後測英文靜默閱讀成績相較於前測英文靜默閱讀成績有顯著差異。實驗組和對照組後測增加的平均分數顯示，傳統教室內的閱讀教學和讀者劇場方案皆能對學生的英文靜默閱讀表現產生教學成效。
二、實驗組與控制組學生的後測英文朗讀語調成績比起前測成績有顯著差異。後測的平均分數顯示，利用讀者劇場方案教學有助提升學生的英文朗讀在認字正確率、認字速率、音高差異和插入停頓方面的表現。實驗組除了認字正確率較高、認字速度較快之外，句子的音高起伏差異也較大，句中標點停頓的時間也較短。然而，兩組學生在平均重音方面的表現沒有顯著差異。
三、兩組學生在英文靜默閱讀表現後測問卷反應上有八項顯著差異。根據後測平均分數顯示，實驗組學生較控制組學生對英文靜默閱讀表現抱持正面回應。具體來說，在閱讀態度方面，實驗組學生對英文閱讀更感興趣，並將此興趣遷移至閱讀其他課外讀本；在閱讀能力方面，實驗組學生識字能力和閱讀理解力的增進使其閱讀篇章時不受生字和片語的影響。
四、兩組學生在英文朗讀表現後測問卷反應上有十二項顯著差異。根據後測平均分數顯示，實驗組學生較控制組學生對英文朗讀語調表現抱持正面回應。在朗讀語調表現方面，多數實驗組學生自認能善用諸如音調高低、重音輕重、斷句停頓等語調特徵於朗讀中；在朗讀語調知識方面，多數實驗組學生自認能分辨句中應使用的語調標記。
五、多數實驗組學生對讀者劇場方案抱持正面與肯定的看法。然而，學生表示方案中同儕合作因素、朗讀語調表現因素與舞台表演因素影響他們的讀者劇場表現。因此，大部分學生希望教師在實施該方案時可提供協助解決問題。
六、依據相關分析的結果顯示，實驗組學生對於英文靜默閱讀活動、英文朗讀語調活動及讀者劇場活動三者的回應之關係呈現正相關。特別是，實驗組學生對讀者劇場活動抱持正面回應亦對英文靜默閱讀活動及英文朗讀語調活動抱持正面回應。這也表示，英文靜默閱讀表現和英文朗讀語調表現與讀者劇場表現有正向的關聯性。
根據上述之研究結果，研究者提供幾項教學建議。首先，建議國小英文教師可於英文閱讀課程中採用讀者劇場方案，並以範讀輔助學生，以增進學生之識字能力、閱讀理解力和朗讀語調表現。其次，學生藉由讀者劇場方案可習得在音調高低、重音輕重和斷句停頓方面的朗讀語調知識，與提升在音調高低、重音輕重和斷句停頓方面的朗讀語調表現。最後，研究者可根據本研究結論可研發評量學生朗讀表現之量表，建立以音調、重音與斷句為標準之評量計畫。
The purpose of the present study aims to explore the effectiveness of a Readers Theater (RT) project on English silent reading and prosodic reading performance of sixth-graders in southern Taiwan. To achieve the purpose, the researcher recruited 180 sixth-graders in general English program in an elementary school. The subjects were divided into two groups: experimental group (EG, N=84) and control group (CG, N=80). In addition, the study was conducted for 16 weeks. First, the English silent reading and prosodic reading performance of the EG and the CG before and after the RT project was compared by independent samples t-test and paired samples t-test. Then the EG’s and CG’s responses to English silent reading performance and prosodic reading performance after the RT project were examined by independent samples t-test. After that, the EG’s responses to the RT project were analyzed by descriptive statistics. In addition, the EG’s responses to their gains and difficulties for English silent reading activity, oral reading activity, and the RT project were investigated qualitatively. Finally, the correlations among the EG student responses to English silent reading activity, oral reading activity, and RT activity after the RT project were analyzed quantitatively by Pearson’s product-moment correlation coefficient.
Based on the data analyses, the major findings of the study are summarized as follows:
1. There is a significant difference in the CG’s and the EG’s English silent reading performance before and after the English reading instruction. In addition, the increased mean scores for the CG and the EG respectively show that both traditional classroom English reading instruction and RT-based instruction could enhance the students’ English silent reading performance.
2. There is a significant difference in the CG’s and the EG’s English prosodic reading performance after the English reading instruction. In addition, the mean scores for the EG show that the RT project could successfully enhance the EG students’ English prosodic reading performance in WCPM, reading rate, pitch changes, and duration of pausal intrusions. In addition to higher reading accuracy and faster reading rate, the EG employed more pitch change in the sentences and made shorter pauses at punctuation marks that signaled sentence boundaries. However, both groups show no significant difference in averaged intensity in their English prosodic reading performance.
3. There are eight significant differences in the CG’s and the EG’s responses to English silent reading performance after the English reading instruction. According to the higher mean score in the post-study questionnaire, the EG showed more positive learning experience on their English silent reading performance than did the CG. Specifically, the EG held more positive attitude than the CG. They were more interested in English reading and could transfer their reading habits to other outside readers. In addition, the EG students gained in word recognition and comprehension abilities and were not interfered by unfamiliar vocabulary and phrases.
4. There are 12 significant differences in the CG’s and the EG’s responses to English prosodic reading performance after the English reading instruction. According to the higher mean score in the post-study questionnaire, the EG held more positive responses to the English prosodic reading performance than did the CG. Specifically, the majority of EG students believed they were able to employ pitch variation, stress intensity, and pausal intrusions in oral reading. In addition, most of the EG students perceived that they can clearly identify the prosodic markers in the sentences.
5. Results from the EG student responses to the RT project revealed that the majority of the EG students held positive responses to the RT project. However, a great number of the EG students demonstrated difficulties in peer cooperation issue, prosodic reading performance issue, and stage performance issue in their RT performance. In this regard, most of the EG students hoped that the instructor can provide them with assistance in this project.
6. There are three positive correlations among the EG’s responses to English silent reading, English oral reading, and RT performance after the RT project. Specifically, the EG with better English RT performance tended to have better English silent reading performance and prosodic reading performance, suggesting that students’ English RT performance was positively correlated to English silent reading and English prosodic reading performance.
Based on the study findings, three pedagogical implications are provided. First, EFL teachers can incorporate the RT project into the general English program in elementary schools. In particular, the prosodic reading model is essential to facilitate students’ word recognition, reading comprehension, and prosodic reading performance. Second, students can acquire the reading prosody knowledge in pitch, stress, and pausal intrusions through the RT project. In addition, their abilities in using the prosodic markers in their oral reading can also be promoted. By giving a salient role to pitch, stress, and pausal intrusions, researchers may develop concrete prosody assessment rubrics based on the criteria discovered in this study to evaluate students’ prosodic reading performance.
Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Vol. III (pp. 285-310). Mahwah, NJ: Lawrence Erlbaum Associates.
American Council on the Teaching of Foreign Languages [ACTFL]. (2012). ACTFL Proficiency Guidelines 2012. Retrieved from http://www.actfl.org/sites/default/files/pdfs/public/ACTFLProficiencyGuidelines2012_FINAL.pdf
Anderson, R. C. (1984). Role of the reader’s schema in comprehension, learning, and memory. In R. C. Anderson, J. Osborn, & R. J. (Eds.), Learning to Read in American Schools: Basal Readers and Content Texts (pp. 243-257). Danvers, MA: Routledge.
Applegate, M. D., Applegate, A. J., & Modla, V. B. (2009). “She’s my best reader, she just can’t comprehend”: Studying the relationship between fluency and comprehension. The Reading Teacher, 62, 512-521.
Bachorowski, J.-A. (1999). Vocal expression and perception of emotion. Current Directions in Psychological Science, 8(2), 53-57.
Bai, Hong-Bin. (1994). The teaching and learning of English stress and intonation in Taiwan junior high schools. Unpublished master’s thesis. Taipei: National Chengchi University.
Benjamin, R. G., & Schwanenflugel, P. J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4), 388–404. doi: dx.doi.org/10.1598/RRQ.45.4.2
Berliner, D. C. (1993). Teacher expertise. In B. Moon & A. S. Mayes (eds), Teaching and learning in the secondary school (pp. 110-111). London: The Open University.
Binder, K. S., Tighe, E., Jiang, Y., Kaftanski, K., Qi, C., & Ardoin, S. (2013). Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy. Reading and Writing, 26(5), 665–680.
Black, A., & Stave, A. M. (2007). A comprehensive guide to Readers Theatre: Enhancing fluency and comprehension in middle school and beyond. Newark. DE: International Reading Association.
Blumstein, S., & Goodglass, H. (1972). The perception of stress as a semantic cue in aphasia. Journal of Speech and Hearing Research, 15(4), 800-806.
Brown, H. D. (2004). Language assessment: Principles and classroom practices. New York: Pearson Education.
Cain, K. & Oakhill, J. & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96, 671-681.
Carlson, K., Dickey, M. W., Frazier, L., & Clifton, C. (2009). Information structure expectations in sentence comprehension. Quarterly Journal of Experimental Psychology, 62, 114–139.
Carrick, L. (2001). Internet resources for conducting readers theatre. Retrieved from http://www.readingonline.org/electronic/carrick/.
Carrick, L. U. (2006). Readers Theatre across the curriculum. In T. Rasinski, C. Blanchowicz, & K. Lems (Eds.), Fluency instruction: Research-based best practices (pp. 209-228). New York: Guildford Press.

Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill.
Chang, Y.-W. (2013). Effects of readers theater on sixth grade underachievers’ English reading proficiency. Unpublished master’s thesis. Yunlin: National Yunlin University of Science and Technology.
Chard, D. J., Vaughn, S., & Tyler, B.-J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386-409.
Charlton, B. C. (2005). Informal assessment strategies: Asking questions, observing students, planning lessons that promote successful interaction with text. Markham, Ontario: Pembroke Publishers.
Chen, J.-H. (2006). A study of oral reading fluency and motivation for reading: The implementation of RT in an elementary English class. Unpublished master’s thesis. Chiayi: National Chung Cheng University.
Chen, Y.-H. (2008). An action research of integrating “Readers Theater” into English remedial instruction for elementary school EFL underachievers. Unpublished master’s thesis. Taipei: National Taipei University of Education.
Cooper, W.E., & Paccia-Cooper, J. (1980). Syntax and speech. Cambridge, MA: Harvard University Press.
Corcoran, C. A. & Davis, A. D. (2005). A study of the effects of Readers Theater on second and third grade special education students’ fluency growth. Reading Improvement, 42(2), 105-111.
Corcoran, C. A. (2005). A study of the effects of readers’ theater on second and third grade special education students’ fluency growth. Reading Improvement, 42(2), 105-111.


Cowie, R., Douglas-Cowie, E., & Wichmann, A. (2002). Prosodic characteristics of skilled reading: Fluency and expressiveness in 8-10-year-old readers. Language and Speech, 45(1), 47–82.
Craik, F., & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Crossley, S. A. & McNamara, D. S. (2008). Assessing second language reading texts at the intermediate level: An approximate replication of Crossley, Louwerse, McCarthy, and McNamara (2007). Language Teaching, 41(3), 409–429.
Daane, M. C., Campbell, J. R., Grigg, W. S., Goodman, M. J., & Oranje, A. (2005). Fourth-grade students reading aloud: NAEP 2002 special study of oral reading. The nation’s report card (NCES 2006-469). Washington, DC: U.S. Department of Education, Institute of Education Sciences.
Denton, C. A., Barth, A. E., Fletcher, J. M., Wexler, J., Vaughn, S., Cirino, P. T., Romain M., and Francis, D. J. (2011). The relations among oral and silent reading fluency and comprehension in middle school: Implications for identification and instruction of students with reading difficulties. The Official Journal of the Society for the Scientific Study of Reading, 15(2), 109-135.
DeVellis, R. F. (2003). Scale development: Theory and applications. Thousand Oaks, CA: Sage.
Dowhower, S. L. (1991).Speaking of prosody: Fluency’s unattended bedfellow. Theory into Practice, 30 (3), 165-175.
Drew, I. (2013). Linking readers theatre to CLIL in foreign language education. Nordic Journal of Modern Language Methodology, 1(2), Retrieved from http://journal.uia.no/index.php/NJMLM/article/view/69/69#.VI0Ed_mUcYk

Eanes, R. (1997). Content area literacy: Teaching for today and tomorrow. New York: Delmar.
Ehri, L. C. & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 14(2), 135-164.
Ehri, L. C. (1995). Phases of development in learning to read words by sight. Journal of research in reading, 18(2), 116-125.
Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.
Elgart, D. B. (1978). Oral reading, silent reading, and listening comprehension: A comparative study. Journal of Literacy Research, 10(2), 203-207.
Fang, Y.-C. (2013). A study of the effects of repeated reading on oral reading fluency and prosody of fifth graders. Unpublished master’s thesis, Taipei: National Taipei University of Education.
Feng, Y.-W. (2009). The effect of integrating Chinese festival stories into readers theater on reading motivation and oral reading ability of a private elementary school’s EFL underachievers. Unpublished master’s thesis, Taipei: National Taipei University of Education.
Ferris, G. K. (2003). There are no small intelligences: Recognizing multiple intelligences in theatre education. Unpublished master’s thesis. Tallahassee, Florida: Florida State University.
Fink, R. P. (2006). Why Jane and John couldn’t read-And how they learned: A new look at striving readers. Newark, DE: International Reading Association.
Flynn, R. M. (2004). Curriculum-based Readers Theatre: Setting the stage for reading and retention. The Reading Teacher, 58(4), 360-365.

Flynn, R. M. (2011). Dramatizing the content with curriculum-based readers theatre, Grades 6-12. SC, Charleston: CreateSpace Independent Publishing.
Forster, K. I., & Chambers, S. M. (1973). Lexical access and naming time. Journal of Verbal Learning & Verbal Behavior, 12, 627-635.
Fox, B. J. (2008). Word identification strategies (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Frazier, L., Carlson, K., & Clifton, C. (2006). Prosodic phrasing is central to language comprehension. Trends in Cognitive Sciences, 10(6), 244-249.
Freeman, G., Sullivan, K., & Fulton, C. R. (2003). Effects of creative drama on self-concept, and problem behavior. Journal of Educational Research, 96(3), 131-138.
Fry, E. B. (1968). A readability formula that saves time. Journal of Reading, 11, 513–516.
Fuchs, L.S., & Maxwell, L. (1988). Interactive effects of reading mode, production format, and structural importance of text among LD pupils. Learning Disability Quarterly, 11, 97–105.
Gambrell, L. B., Pfeiffer, W. R., & Wilson, R. M. (1985). The effects of retelling upon reading comprehension and recall of text information. The Journal of Educational Research, 78(4), 216-220.
Gardner, H. (1985). Frames in mind: The theory of multiple intelligences. New York: Basic Books/Harper Collins.
Goodman, K., & Freeman, D. (1993). What’s simple in simplified language. In M .L. Tickoo (Ed.), Simplification: Theory and application (pp. 69–76). Singapore: SEAMEO Regional Language Center.

Gorsuch, G., & Taguchi, E. (2008). Repeated reading for developing reading fluency and reading comprehension: The case of EFL learners in Vietnam. System 36(2), 253–278.
Griffith, L. W. & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. The Reading Teacher, 58(2), 126-137.
Hale, A. D., Hawkins, R. O., Sheeley, W., Reynolds, J. R., Jenkins, S., Schmitt, A. J. et al. (2011). An investigation of silent versus aloud reading comprehension of elementary students using maze assessment procedures. Psychology in the Schools, 48(1), 4-13.
Hasbrouck, J., & Tindal, G.A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636–644.
Haskins, T. & Aleccia, V. (2014). Toward a reliable measure of prosody: An investigation of rater consistency. International Journal of Education and Social Science, 5(1), 102-112.
Heathcote, D. (1983). Learning, knowing, and language in drama: An interview with Dorothy Heathcote, Language Arts, 60(6), 695-701.
Himmelmann, N.P., & Ladd, D.R. (2008). Prosodic description: An introduction for field workers. Language Documentation & Conservation, 2(2), 244–274.
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58, 702–714.
Hunt, L. C. J. (1967). The individualized reading program: A guide for classroom teaching. Paper presented at the Proceedings of the 11th annual convention of the International Reading Association, Dallas, TX.


International Phonetic Association (1999). Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet. Cambridge: Cambridge University Press.
Irvin, J. W. (1986). Teaching reading comprehension processes. New Jersey City: Prentice-Hall.
Jenkins, J. R., & Jewell, M. (1993). Examining the validity two measures for formative teaching: Reading aloud and maze. Exceptional Children, 59, 421–432.
Jeon, M.-J. & Lee, D.-H. (2013). The effects of using creative readers’ theater scripts on primary English education. Primary English Education, 19(3), 31-56.
Johnson, D. & Johnson, R. (1985). The internal dynamics of cooperative learning groups. In R. Slavin, S. Sharon, S. Kagan, R. Hertz-Lazarowitz, C. Webb, & R. Schmuck (Eds.), Learning to cooperate, cooperating to learn (pp. 103-124). New York: Plenum.
Juslin, P. N., & Lauka, P. (2003). Communication of emotions in vocal expression and music performance. Psychological Bulletin, 129(5), 770–814.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
Katz, J., & Selkirk, E. O. (2011). Contrastive focus vs. discourse-new: Evidence from phonetic prominence in English. Language, 87(4), 771–816.
Keehn, S. (2003). The effect of instruction and practice through Readers Theatre on young readers’ oral reading fluency. Reading Research and Instruction, 42(4), 40-61.
Kelly, M. H., & Bock, J. K. (1988). Stress in time. Journal of Experimental Psychology. Human Perception and Performance, 14(3),389–403.

Kintsch, W. (1998). Comprehension: A paradigm for cognition. NY: Cambridge University Press.
Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310–321.
Kochanski, G., Grabe, E., Coleman, J., & Roser, B. (2005). Loudness predicts prominence: Fundamental frequency lends little. Journal of the Acoustical Society of America, 118, 1038–1051.
Koriat, A., Greenberg, S.N., & Kreiner, H. (2002). The extraction of structure during reading: Evidence from reading prosody. Memory & Cognition, 30(2), 270–280.
Kuhn, M. R. & Stahl, S. A. (2000). Fluency: A review of developmental and remedial practices. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.
Kuhn, M. R., Schwanenflugel, P. J., & Meisinger E. B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of Fluency. Reading Research Quarterly, 45(2), 230-251.
Kuo, F.-J. (2004). The relationship between stress teaching and high or low achievers. Unpublished master’s thesis, Kaohsiung: National Kaohsiung Normal University.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 503-516.
Lai, Y.-L. (2014). An action study of readers theater applying cooperative learning to promote English speaking ability of fifth-grade elementary school students. Unpublished master thesis, Taichung: National Taichung University of Education.
Latrobe, K. (1996). Encouraging reading and writing through Readers Theater. Emergency Librarian, 23, 16–20.
Lee, Y.-H. (2010). A case study of Reader’s Theater based on adapted literary works in an elementary bilingual class. Unpublished master’s thesis, Kaohsiung: National Kaohsiung Normal University.
Liao, S.-J. (2011). A study on Taiwanese English teachers’ prosody. Unpublished doctoral dissertation, Kaohsiung: National Kaohsiung Normal University.
Liao, S.-M. (2012). The effects of extensive reading and repeated reading on EFL sixth-grade students’ reading speed. Unpublished master’s thesis, Taipei: University of Taipei.
Liu, K.-L. (2013). Building oral reading fluency in young EFL learners: The effects of instruction through RT. Unpublished master’s thesis, Taipei: University of Taipei.
Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95(4), 492–527.
Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13(2), 123–146.
Long, M., & Ross, S. (1993). Modifications that preserve language and content. In M. L. Tickoo (Ed.), Simplification: Theory and application (pp. 29–52). Singapore: SEAMEO Regional Language Center.
Magliano, J.P., Millis, K., Ozuru, Y. & McNamara, D.S. (2007). A multidimensional framework to evaluate reading assessment tools. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 107–134). New York: Erlbaum.
Martinez, Roser, & Strecker (1999). “I never thought I could be a star”: A reader’s theater ticket to fluency. The Reading Teacher, 52, 326-334.
McCallum, R. S., Sharp, S., Bell, S. M., & George, T. (2004). Silent versus oral reading comprehension. Psychology in the Schools, 41, 241 – 246.
Meyer, M. S. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
Miller, J., & Schwanenflugel, P. J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. Journal of Educational Psychology, 98, 839-853.
Miller, J., & Schwanenflugel, P.J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43(4), 336–354. doi:10.1598/RRQ.43.4.2
Miller, S. D., & Smith, D. E. P. (1985). Differences in literal and inferential comprehension after reading orally and silently. Journal of educational psychology, 77, 341-348.
Millotte, S., René, A., Wales, R. & Christophe, A. (2008). Phonological phrase boundaries constrain the on-line syntactic analysis of spoken sentences. Journal of Experimental Psychology: Learning, Memory & Cognition, 34, 874-885.
Morris, E. W. (2011). The effects of readers' theater on reading fluency and attitudes towards reading. Unpublished master’s thesis. Saint Mary’s College of California. Retrieved from http://gradworks.umi.com/1502793.pdf
Morton, J. (1979). Facilitation in word recognition: Experiments causing change in the logogen model. In P. A. Kolers, M. E. Wrolstad, & M. Bouma (Eds.), Processing of visible language (pp. 259-168). New York: Plenum.
Nagy, W., Herman, P., & Anderson, R. (1985). Learning words from context. Reading Research Quarterly, 17, 233-255
National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Ng, P. (2014). Readers Theatre: Setting the stage for oral reading fluency. In R. Al-Mahrooqi & A. Roscoe (Eds.), Focusing on EFL Reading: Theory and Practice (pp. 190-209). Newcastle upon Tyne: Cambridge Scholars.
O’Connor, A. (2006). The secrets of better speech: Coral reading. Retrieved from http://www.persuasivespeechsecrets.org/persuasivespeechsecrets16.php
Paige, D. D. (2011). 16 minutes of “eyes-on-text” can make a difference: Whole-class choral reading as an adolescent fluency strategy. Reading Horizons, 51(1), 1-20.
Patel, R., & Brayton, J. T. (2009). Identifying prosodic contrasts in utterances produced by 4-, 7-, and 11-year-old children. Journal of Speech, Language, and Hearing Research, 52, 90–801.
Patel, R., & Furr, W. (2011, May). Readn'karaoke: Visualizing prosody in children's books for expressive oral reading. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 3203-3206). Vancouver, BC, Canada.
Peng, S.-W. (2009). The effects of RT on English reading ability of fourth-graders in an elementary school in Taiwan. Unpublished master’s thesis, Kaohsiung: National Kaohsiung Normal University.
Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
Prescott, J. O. (2003). The power of reader’s theater. Scholastic Instructor, 112(5), 22-26.
Priora, S. M., Fenwicka, K. D., Saundersa, K. S., Ouellettea, R., O’Quinna C., & Harveya S. (2011). Comprehension after oral and silent reading: Does grade level matter? Literacy Research and Instruction, 50(3), 183-194.
Rasinski, T. (2005). The role of the teacher in effective fluency instruction. New England Reading Association Journal, 41, 9-12.
Rasinski, T. V. (2000). Speed does matter in reading. The Reading Teacher, 54, 146–151.
Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. NY: Scholastic.
Rasinski, T. V. (2004). Assessing reading fluency. Honolulu: Pacific Resources for Education and Learning.
Rasinski, T. V. (2006). Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody. The Reading Teacher. 59(7), 704-706.
Rasinski, T. V. (2007). Teaching reading fluency artfully: A professional and personal journey. In R. Fink & S. J. Samuels (eds.), Inspiring Reading Success: Interest and Motivation in an Age of High-Stakes Testing (pp. 117-140). Newark, DE: International Reading Association.
Rasinski, T. V., & Hoffman, J. V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38(4), 510-522.
Rasinski, T. V., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48(4), 350-361.
Ratliff, G. L. (1999). Introduction to readers theatre: A guide to classroom performance. Colorado Springs, CO: Meriwether.


Ravid, D., & Mashraki, Y. E. (2007). Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth graders. Journal of Research in Reading, 30(2), 140-156.
Riedel, B. W. (2007). The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students. Reading Research Quarterly. 42, 546–567.
Rinehart, S. D. (1999). “Don’t think for a minute that I’m getting up there”: Opportunities for Readers Theater in a tutorial for children with reading problems. Journal for Reading Psychology, 20(1), 71-89.
Rizopoulos, L. A. (2004). Traditional and innovative approaches to fluency development: The neglected area of the curriculum. The Language and Literacy Spectrum, 14, 22-30.
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32 (4), 403-408.
Samuels, S. J., Ediger, K.-A., Fautsch-Patridge, T. (2005). The importance of fluent reading. New England Reading Association Journal, 41(1), 1-8.
Schreiber, P. & Read, C. (1980). Children’s use of phonetic cues in spelling, parsing, and—maybe—reading. Bulletin of the Orton Society, 30(1), 209-224.
Schwanenflugel, P. J., & Benjamin, R. G. (2012). Reading expressiveness: The neglected aspect of reading fluency. In T. V. Rasinski, C. L. Z. Blachowicz & K. Lems (Eds.), Fluency instruction: Research-based best practices (2nd edition ed., pp. 35-54). New York: The Guilford Press.
Schwanenflugel, P. J., Hamilton, A. M., Kuhn, M. R., Wisenbaker, J. M., & Stahl, S. A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96(1), 119-129.
Schwanenflugel, P., Westmoreland, M., & Benjamin, R. (2015). Reading fluency skill and the prosodic marking of linguistic focus. Reading and Writing, 28(1), 9-30.
Shepard, A. (2004). Aaron Shepard’s RT page. Retrieved from http://www.Aaronshep.com/rt
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND Corporation. Retrieved from http://www.rand.org/pubs/monograph_reports/MR1465. html
Stewig, J. W. (1988) Children and literature. Boston, MA: Houghton Mifflin.
Syrdal, A. K., Hirschberg, J., McGory, J., & Beckman, M. (2001).Automatic ToBI prediction and alignment to speed manual labeling of prosody. Speech Communication, 33(1-2), 135-151.
Tsai, C.-M. (2009). Effects of reader theater on EFL learners’ oral reading fluency and reading comprehension. Unpublished master’s thesis, Changhua: Dayeh University.
Tyler, B. J., & Chard, D. J. (2000). Using readers theatre to foster fluency in struggling readers: A twist on the repeated reading strategy. Reading & Writing Quarterly, 16, 163–168.
Visser, T. E. (2013). The effect of reader’s theater on the reading comprehension, fluency and motivation of the elementary English language learning student. Unpublished master’s thesis. Marquette, MI: Northern Michigan University.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MS: The MIT Press.
Walker, L. (1990). Readers Theatre in elementary classroom. North Vancouver, B.C: Take Part Productions.
Walker, L.(2005). Readers Theater in the classroom. Taipei, Taiwan : East & West Book.
Wang, L.-C. (2000). A study on the relationship between Chinese EFL learners’ knowledge and performance in suprasegmental discrimination. Unpublished master’s thesis, Changhua: National Changhua University of Education.
Wang, Y.-H. (2012). Taiwanese senior high school students’ performance on English intonation. Unpublished master’s thesis, Tainan: Southern Taiwan University of Science and Technology.
Wennerstrom, A. (2001). The music of everyday speech: Prosody and discourse analysis. London: Oxford.
Whalley, K., & Hansen, J. (2006). The role of prosodic sensitivity in children's reading development. Journal of Research in Reading, 29(3), 288-303.
Williams, S. (2014). Readers theatre and prosody: Comparing Spanish-speaking English learners and native English speakers. Unpublished master’s thesis. Saint Paul, MN: Hamline University.
Wolf, M., & Katzir-Cohn, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211–229.
Wolf, M., Vellutino, F., & Gleason, J. B. (1998). A psycholinguistic account of reading. In J. B. Gleason & N. B. Ratner (Eds). (pp. 409–451) Psycholinguistics. Fort Worth. TX: Harcourt Brace College.
Worthy J. & Prater, K. (2001). “I thought about it all night”: Readers Theatre for reading fluency and motivation. The Reading Teacher, 56(3), 294-297.
Wright, G., Sherman, R., & Jones, T. (2004). Are silent reading behaviors of first graders really silent? The Reading Teacher, 57(6), 546-553.
Yang, Y. H. & Chang, H. L. (2013). Story.com. Taipei, Taiwan: Hess Publication.
Yang, Y.-L. (2006). A study of oral reading fluency: The implementation of RT in an EFL elementary school. Unpublished master’s thesis, Chiayi: National Chung Cheng University.
Yeh, M.-L. (2013). A study on effects of RT on English oral reading fluency and English learning at a remote elementary school. Unpublished master’s thesis, Taipei, National Taipei University of Education.
Yoon, J. C. (2002). Three decades of sustained silent reading: A meta-analytic review of the effects of SSR on attitude toward reading. Reading Improvement, 39, 186-196.
Young, A., & Bowers, P. G. (1995). Individual difference and text difficulty determinants of reading fluency and expressiveness. Journal of Experimental Child Psychology, 60(3), 428-454.
Young, C., & Rasinski, T. (2009). Implementing readers theatre as an approach to classroom fluency instruction. The Reading Teacher, 63(1), 4–13.
Zervas, P., Fakotakis, N., & Kokkinakis, G. (2008). Development and evaluation of a prosodic database for Greek speech synthesis and research. Journal of Quantitative Linguistics, 15(2), 154-184.
Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their student’s oral Reading Fluency. Theory Into Practice, 30(3), 211-217.
ETS台灣區代表（2009年12月17日）。台、日、韓學生多益成績統計發佈會。多益測驗官方新聞。2014年7月13日，取自：http://www.toeic.com.tw/toeic_news_pub.jsp?type=2&pmid=101
丁仁 (Ting, J.)。（2003）。日韓英語啟蒙教育實施情況之考察研究。在國立台灣師範大學編，東亞地區語文使用與教學現況研討會論文集（頁1-28）。台北市：編者。
王振茂(Wang, C. M.)。（2014）。以課本型讀者劇場劇本作為國小五年級學生英語學習之差異化教學策略：實例與省思。在國立屏東大學編，國民小學補救教學學術研討會（頁30-60）。屏東：編者。

田曉萍和吳念村(Tian, S. P. & Wu, N. T.)。(2012)。讀者劇場在增進朗讀流暢度之外的功效：學生互動和觀感。國立臺灣科技大學人文社會學報。8(2)，97-118頁。
吳欣女榮(Wu, W. C.) 。(2006)。國小英語字彙量問題。國教之友，59(3)，47-53。
吳秋燕和楊昕昕(Wu, C. Y. & Yang, H. H)。(2012)。運用讀者劇場發展學童之閱讀流暢度與提升學童之學習動機[Applying reader’s theater to develop EFL children oral reading fluency and to promote their learning motivation]。在國立屏東大學編，英語文教與學的對話：2012國立屏東教育大學英語學系學術研討會論文選集（頁59-77）。屏東：編者。
李韻如 (Lee, Y. J.) 。(2009)。以讀者劇場對國小學童實施英語補救教學之效能研究（未出版之碩士論文）。國立臺北教育大學兒童英語教育學系，台北市。
林怡萱 (Lin, Y. H.) 。(2012)。讀者劇場影響國小五年級學童英語閱讀理解能力之研究（未出版之碩士論文）。國立高雄師範大學教育學系：高雄市。
張武昌 (Chang, W. C.)。(2006)。台灣的英語教育：現況與省思。教育資料與研究，69，129-144。new window
教育部 (MOE)。(1999-2011)。國民中小學九年一貫課程綱要語文學習領域（英語）。檢自：http://teach.eje.edu.tw/9CC2/9cc_97.phpnew window
許美華 (Hsu, M. H.)。(2013)。讀者劇場融入英語補救教學師資培訓計畫之成效。慈濟技術學院學報，20，183-212頁。
陳秋蘭 (Chern, C. L.)。（2003）。讀寫教學。檢自：http://teach.eje.edu.tw/data/files/edushare/SIG00009/C1/1206887274.doc
楊式美 (Yang, S. M.)。(2000)。英文童書：國小英語教材的另一選擇。中師圖書館館訊，30，1-6。
楊耀琦 (Yang, Y. C.)。(2011)。讀者劇場easy show: Readers Theater teacher’s guide。桃園：小東西圖書。
楊懿麗 (Yang, I. L.)。 (2006)。國內各級英語教學的詞彙量問題。國立編譯館館刊，34(3)，35-44。
鄒文莉 (Tsou, W. L.)。(2006)。教室裡的迷你劇場。台北：東西。
鄒文莉 (Tsou, W. L.)。(2007)。讀者劇場對兒童英語閱讀之效益分析。教育研究月刊，163，100-111。new window
鄒文莉和許美華 (Tsou, W. L., & Hsu, M. H.)。(2009)。讀者劇場：最佳的英語補救教學法。 台北：三民。
蔡銘津 (Tsai, M. J.)。(2009)。增進英文閱讀理解成效的策略探討。樹德人文社會電子學報，5(2)，1-12。

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

臺灣人文及社會科學引文索引資料庫

目前上線人數：959（臺灣：948，外國：11） ／ 本年度總使用人次：1951065 ／ 訪客人次（自102年09月）：67761392
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上