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：南台灣男女高中學生對於三層次英文閱讀理解看法之比較研究
作者：牛亞琪
作者(外文)：NIU, YA-CHI
校院名稱：國立高雄師範大學
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：2021
主題關鍵詞：三層次英文閱讀理解；性別；台灣；three-level English reading comprehension；gender；Taiwan
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:1
本研究旨在比較南台灣男女高中學生對於三層次英文閱讀理解之看法，並檢視他們在英文閱讀理解的困難與解決方法。本研究以90位南台灣某高中學生，包含45位男學生和45位女學生為研究對象。根據學生對問卷、出聲思考指引、和訪談單的資料分析與討論，研究結論摘要如下：
一、男女學生在英文閱讀上有四項顯著差異，且男學生比女學生的平均數高，顯示男學生較女學生在英文閱讀上有較正面的回應。具體而言，較多男學生比女學生喜歡英文閱讀，特別在喜歡英文閱讀、喜歡學習英文句型、喜歡透英文閱讀學習知識、和在英文課中主動參與英文活動。從出聲思考和面談回應的結果中，男學生較女學生對英文閱讀有較正向的態度。
二、男女學生在英文閱讀字面性理解上有五項顯著差異，且男學生比女學生的平均數高，顯示男學生較女學生在英文閱讀字面性理解上有較正面的回應，特別是念出英文拼字，看出詞綴，念出不熟悉的英文生詞，使用文法來了解意思，和使用單字了解意思。從出聲思考回應中，男學生較女學生能有較多的英文閱讀字面性理解，原因可能是他們運用較多的英文閱讀技巧來解析生詞的意思，而女學生傾向選則放棄解析生詞的意思。
三、男女學生在英文閱讀解釋性理解上有一項顯著差異，女學生比男學生平均數高，顯示女學生較男學生在英文閱讀解釋性理解上有較正面的回應。此結果表示女學生較男學生能回憶文章中的更多信息，並且有較好的英文閱讀理解。因此，女學生透過將字面理解和他們的背景知識結合在一起來加深理解，從而推斷出作者打算在課文中表達的內在含義。從出聲思考和訪談的結果中，女學生回應他們較男學生能正確地在文章中解釋作者的建議。推論原因是女學生比男學生較能在課文中連接思想並建立句子之間的關係，而男學生在課文中誤解一些英文關鍵詞。
四、男女學生在英文閱讀運用性理解上無明顯差異。然而，男學生和女學生的平均數分佈趨近於一半同意。總之，男女學生在英文閱讀應用性理解上的回應非常相似，此結果表示以英語為外語的學生由於認知技巧和閱讀技巧的練習不足，則在英文閱讀運用性理解上有困難。
五、 就英文閱讀困難而言，男女學生皆表達無法理解英文多義詞及英文文法。然而，男學生有閱讀長篇英文文章的困難，而女學生則有理解英文長句子的困難，推論原因為男學生在結合英文句子語意有困難，而女學生在解碼英文句子上有困難。就解決以上困難方法而言，男女學生傾向多查英文生詞及背誦英文生詞。然而，兩者在第三解決困難方法上相異，男學生會多問英文教師問題, 而女學生會運用文章上下文來幫助英文閱讀理解。
六、該學生對英文閱讀、英文閱讀字面性理解、英文閱讀解釋性理解和英文閱讀應用性理解的反應共有六項顯著相關性。其中，英文閱讀字面性理解和英文閱讀解釋性理解、英文閱讀解釋性理解和英文閱讀應用性理解有高度相關，而英文閱讀字面理解與英文閱讀應用理解相關性低。
根據上述之研究結果，研究者提供幾項教學建議。首先，建議男女學生多注意三層次英文閱讀理解。參與英文閱讀理解三層次有助於男女學生逐步發展他們的英文閱讀理解，並自動化他們對文本的理解。進而，教師可以透過發展學生的英文詞彙知識、英文句法、和語義知識，以及選擇真實的英文閱讀材料來幫助學生熟悉三層次英文閱讀理解。教師可以藉由英語閱讀理解三層次的語言知識和真實的英語閱讀教材幫助學生發展英語閱讀理解層次。最後，出版者可在英文閱讀解教材中增加不同層次的閱讀問題，幫助學生發展更高的思考技巧。透過精心設計的英文閱讀理解問題，出版商可以幫助學生發展三層次英文閱讀理解。
The present study aims to investigate theresponses to three-level English reading comprehension between male and femalestudents in senior high school in southern Taiwan. This study also identifiesthe male students’ and the female students’ difficulties in English readingcomprehension and their solutions to them. To achieve this purpose, 90 high school studentswere recruited, including 45 male students and 45 female students. Based on the data analyses and discussions of student responses to (a) aquestionnaire, (b) a guide to think-aloud, and (c) an interview form, thefindings of the study are summarized as follows:
        1. Thereare four significant differences in the male and the female student
responses to English Reading. In addition, the mean scores of the male students are higher than those of thefemale students. The male students
showed more positive responses to English reading. To be more specific, the male students respondedmore positively than the female students in terms of (a) liking English reading,(b) liking to learn English sentence patterns, (c) liking to learn knowledge byEnglish reading, and (d) actively participating in English activities in theEnglish class more than the female students. From the result of the think-aloud responses and interview responses, the male students expressed morepositive attitudes toward English reading than the female students did.
2. There are five significant differences in the male and the femalestudent
responses to the English literal comprehension. In addition, the meanscores of the male student are higher than those of the female students. Thisindicates that the male students showed more positive responses to the Englishliteral comprehension than the female students did in terms of (a) sounding outEnglish spelling, (b) identifying affixes, (c) pronouncing unfamiliar English vocabulary, (d) using grammar to understand textual meanings, and (e) using
vocabulary knowledge to understand textual meanings. Through the think-aloudresponses, the male students demonstrated that they could perceive more Englishwords in a text than the female students could. The reason may be their applying a lot of Englishreading skills to decode word meanings, but the female students gave up decoding Englishword meanings.
  3. There is one significantdifference in the male and the female student
responses to the English interpretivecomprehension. In addition, the mean
scores ofthe female students are higher than those of the male students. This result indicates that the female students could recall moreinformation of the text and had better English reading comprehension than themale students. Thus, the female students deepened their understanding bycombining literal comprehension and their background knowledge together to makeinferences about what the author intended to say in a text. From the result ofthe think-aloud responses and interview responses, the female studentsresponded that they could correctly interpret the authors’ suggestions in atext than the male students. The reason may be attributed to that the femalestudents couldconnect ideas and build relationships among the sentences in a text, whereasthe male students misinterpreted some English keywords in the text.
4. There is no significant difference in the male andthe female student
responses to the English applied comprehension. However, the mean score distributionof the male and the female students is toward neutral responses. Overall, themale and female student responses to the English applied comprehension arequite similar in neutral responses. It indicated that EFL students haddifficulties in English applied comprehension due to their insufficient practicesin cognitive skills and reading skills.
5. Both the male and the female students hadsimilar difficulties in English reading comprehension, such as (a) English vocabulary with multiplemeanings and (b) English grammar. However, the male students found English longarticles challenging, whereas the female students found perceiving English longsentences challenging. The reason could be attributed to the male students’difficulties in integrating meanings with English sentences, whereas it couldbe attributed to the female students’ difficulties in decoding Englishsentences.In addition,the male and the female students expressed similar solutions to them, such aslooking up English vocabulary and memorizing English vocabulary. However, the male andthe female students differed in the third solutions. For the male students, they asked teachers questions, whereas the femalestudents made use of reading contexts to perceive meanings.
6. There are six significant correlations of thestudent responses to (a) English reading, (b) the English literalcomprehension, (c) the English interpretive comprehension, and (d) the Englishapplied comprehension. Besides, the correlations between the student responsesto the English literal comprehension and the English interpretive comprehensionand those between the English interpretive comprehension and the Englishapplied comprehension are high, while those between the student responses to theEnglish literal comprehension and the English applied comprehension are low.
Based on the study findings, three pedagogicalimplications are provided.
Firstly, the male and the female students may beaware of the three levels of English reading comprehension. Engaging in thethree levels of English reading comprehension helps the male and the female students develop their English reading comprehension step by step and automate their perceptionof a text. Secondly, teachers may help students familiarize themselves with thethree levels of the English reading comprehension, by (a) developing students’English vocabulary knowledge, (b) developing students’ English syntactic andsemantic knowledge, and (c) selecting authentic English reading materials forstudents. With the language knowledge to the three levels of the English readingcomprehension and authentic English reading materials, teachers may help studentsdevelop each level of English reading comprehension. Last but not least, publishersmay design reading questions on different levels of English readingcomprehension in many English reading materials to help students develophigher-level thinking skills. With well-designed English reading comprehensionquestions, publishers may help students develop three-level English readingcomprehension.
REFERENCES

Andreou, G.& Segklia, M. (2017).Learningdifficulties in first and second language: Preliminary results from across-linguistic skills transfer. EnglishLinguistics Research, 6(3),62-71. doi: 10.5430/elr.v6n3p62
Anjomshoa,L.& Zamanian, M. (2014). The effect of vocabulary knowledge on readingcomprehension of Iranian EFL learners in Kerman Azad University. International Journal on Studies in EnglishLanguage and Literature, 2(5), 90-95.
Alderson,J.C. (1984). A reading problem or a language problem. In J.C. Alderson &
A.H.Urquhart (Eds.), Reading in a foreignlanguage (pp.1-25). London and New York: Longman.
Arellano,M. D. C. (2013). Gender differences in reading comprehension
achievement in English as aforeign language in compulsory secondary education. Tejuelo: Didactics of Language and Literature Education, 17, 67-84. 
Barrett, T.C. (1974). Taxonomy of readingcomprehension: Reading 360 monograph. Lexington, MA: Ginn & Co.
Below, J. L., Skinner, C. H., Fearrington, J. Y., & Sorrell,C. A. (2010). Gender differences in literacy: Analysis of kindergarten throughfifth-grade dynamic indicators of basic early literacy skills probes. School Psychology Review, 39, 240-257.
Bernhardt,E. B. (2011). Understanding advancedsecond-language reading. New York, NY: Routledge.
Brantmeier,C. (2003). Second language reading research on passage content and gender:Challenges for the intermediate‐levelcurriculum. Foreign Language Annals, 34(4),325-333.
Bügel,K. & Buunk, B. P. (1996). Sex differences in foreign language textcomprehension: The role of interests and prior knowledge. The Modern Language Journal, 80, 15-31.
Carrell,P., Devine, J., & Eskey, D. (1988). Studiesin second language acquisition. Cambridge: Cambridge University Press.
Castles, C.& Coltheart, M. (2004). Is there a causal link from phonological awarenessto success in learning to read?Cognition, 91(1), 77-111.
Chall, J. S. (1983). Stages of reading development. New York McGraw-Hill.
Chang, C. Y.(2015). Taiwanese high school students'English reading beliefs, English reading difficulties, and English readingstrategy use (Unpublished master’s thesis). National Pingtung University,Pingtung, Taiwan.
Chen,.W.(2012). Investigation on English readingcomprehension difficulties: A focus on vocabulary and syntactic competence ofsenior high school students in Taiwan (Unpublished master’s thesis).National Kaohsiung Normal University, Kaohsiung, Taiwan.
Chuang, H. K., Joshi, R. M., & Dixon, L. Q.(2012). Cross-language transfer of reading ability: Evidence from Taiwaneseninth-grade adolescents. Journal ofLiteracy Research, 44(1), 97-119. doi: 10.1016/S0010-0277(03)00164-1
Coltheart, M., Rastle,K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual routecascaded model of visual word recognition and reading aloud. PsychologicalReview, 108(1), 204-256.
Day, R. R. & Bamford, J. (1998). Extensive reading in the second languageclassroom. Cambridge: Cambridge University Press.
Deng, Q.,Choi, W., & Tong, X. (2019). Bidirectional cross-linguistic association ofphonological skills and reading comprehension: Evidence from Hong KongChinese-English bilingual readers. Journalof Learning Disabilities, 52(4), 299-311.
Doolittle,A. E. & Welch, C. (1989). Genderdifferences in performance on a college-level achievement test (ACTResearch Rep. Series 89-9). Iowa City, IA: American College Testing Program.
Ehri,L. C. (1987). Learning to read and spell words. Journal of Reading Behavior, 19 (1), 5-31.
Ehri, L. C. (1987).The development of spelling knowledge and its role in reading acquisition andreading disability. Journal of LearningDisabilities, 22(6), 356-365.
Fry, E. B.(1968). A readability formula that saves time. Journal of Reading, 11,
513-516.
Gablasova, D. (2014). Learning and retainingspecialized vocabulary from textbook reading: comparison of learning outcomesthrough L1 and L2. Modern LanguageJournal, 98(4), 976-991.
Gagn'e,E. D. (1985). The cognitive psychology ofschool learning. Boston: Little, Brown and Company.
Goodman, K.S. (1970). Reading: A psycholinguistic guessing game. In H. Singer & R. B.Ruddell (Eds.), Theoretical models andprocesses of reading
(pp. 497-508). Newark, DE: International Reading Association.
Garbe,C., Holle, K., Weinhold, S., Meyer-Hamme A., & Barton, A. (2010).Characteristics of adolescent struggling readers. In C.Garbe, K.Holle,S.Weinhold (Eds.), ADORE-Teachingstruggling adolescent readers in European countries. Key elements of goodpractice (pp. 1-44). Frankfurt am Main: Peter Lang.
Gorjian, B.& Javadifar, M. (2013). Effects of gender and passage content onmultiple-choice reading comprehension test. Procedia-Socialand Behavioral Sciences, 84, 723-727.
Grabe, W. (1988). Reassessing the term ‘interactive’. In P.L.Carrell J. & Devine D.E. Eskey (Eds), Interactiveapproaches to second language reading (pp. 56-72). Cambridge: CambridgeUniversity Press.
Grabe, W.(2008). Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press.
Grabe, W.(2009). Reading in a second language: Movingfrom theory to practice. Cambridge: Cambridge University Press.
Grabe, W.& Stoller, F. (2011). Teaching andresearching reading: Applied linguistics in action. New York: Longman.
Gray, W.S.(1960). On their own in reading.Chicago: Scott Foresm.
Gray, S. & Restrepo, M. A. (2016). Listeningcomprehension: Assessment, predictors, and intervention. Topics in Language Disorders, 36(4), 307-311.
Gunzelmann, B. &Connell, D. (2006). The new gender gap: Social, psychological, neuro-biological, and educationalperspectives. EducationalHorizons,84(2), 94-101.
Hamada, M.& Koda, K. (2008). Influence of first language orthographic experience onsecond language decoding and word learning. LanguageLearning, 58, 1-31.
Heilman,A.W., Blair, T.R., & Rupley, W.H. (1981). Principles and practices of teaching reading. Colombus, Ohio:Charles E. Merril Publishing Company.
Herber, H.L. (1970). Teaching reading in contentareas. Englewood Cliffs, NJ: Prentice Hall.
Hittleman,D. R. (1983). Developmental reading, K-8:Teaching from a psycholinguistic perspective. Boston, MA: Houghton Mifflin.
Huang, S.(2003). Effects on senior high schoolstudents'' reading comprehension through three-level study guides in a webreading club (Unpublished master’s thesis). National Kaohsiung NormalUniversity, Kaohsiung, Taiwan.
Huang,T.W. (2017). A comparative study on theperceptions of formal schemata and content schemata in English reading betweenmale and female students in a junior college (Unpublished master’s thesis).National Kaohsiung Normal University, Kaohsiung, Taiwan.
Huang,W. C. (2012). Effects of thinking aloudon Taiwanese elementary school students' reading comprehension (Unpublishedmaster’s thesis). National Chuanghua University of Education, Chuanghua,Taiwan.
Huestegge,L., Heim, S., Zettelmeyer, E., & Lange-Kuttner, C. (2011). Gender-specificcontribution of a visual cognition network to reading abilities. British Journal of Psychology, 103(1), 117-128.
Jeon, H. E.& Yamashita, J. (2014). L2 reading comprehension and its correlates: A meta‐analysis. Language Learning, 64(1),160-212.
Kachomesghali,F. R. & Khomeijani, A. A. (2014). The effect of frequency of intensive vs.extensive reading of the knowledge of lexical appropriate. Journal of Social Sciences and Humanities Research, 2(1), 25-30.
Keshavarz,M. & Ashtarian, S. (2008). The relationship between Iranian EFL learngender and reading comprehension of three different types of text. IJAL, 11(1), 97-113.                                                                                             
Khorsand, N.(2009). Cognitive levels of questions used by Iranian EFL
teachers inadvanced reading comprehension tests. ERIC,1-18. Retrieved from https://files.eric.ed.gov/fulltext/ED507869.pdf
Koda, K.(2004). Insights into second languagereading. New York: Cambridge University Press.
Koda, K.(2007). Reading and language learning: Crosslinguistic constraints on secondlanguage reading development. LanguageLearning, 57, 1-44.
Kolić-Vehovec,S. & Bajšanski, I. (2006). Metacognitive strategies and readingcomprehension in elementary-school students. European Journal of Psychology of Education, 21(4), 439-451.
Kolić-Vehovec,S., Bajšanski, I., & Zubković, B. R. (2010).Metacognition and readingcomprehension: Age and gender differences. Journalfor General Social Issues 15(6), 327-344.
Krashen,S.D. (1981). Second language acquisitionand second language learning. Oxford: Pergamon Press.
Lee,M.L. (2012). A study of the selection of reading strategies among genders byEFL college students. Social andBehavioral Sciences, 64, 310-319.
Leinhardt,G., Seewald, A. M., & Engel, M. (1979). Learning what's taught: Sexdifferences in instruction. Journal of Educational Psychology, 71(4),432-439.
Lesaux, N.K. & Harris, J. R. (2017). An investigation of comprehension processesamong adolescent English learners with reading difficulties. Top Lang Disorders, 37(2), 182-203.doi:10.1097/TLD.0000000000000120
Lestari,R.P, Fitriani, S. S.,& Erdiana, N.(2017). Reading comprehension difficultiesencountered by senior high school EFL students. English Education Journal, 2(2), 110-118.
Lin, M. H.(2020). An action research on applyingmulti-level questioning strategies to enhance high school students’ Englishreading comprehension (Unpublished master’s thesis). National TaichungUniversity of Education, Taichung, Taiwan.
Llach,M. P. A. & Gallego, M. T. (2012). Vocabulary knowledge development andgender differences in a second language. ELIA,12, 45-75.
Logan,S. & Johnston, R. (2009). Gender differences in reading ability andattitudes: Examining where these differences lie. Journal of Research in Reading, 32,199-214.
LungtengCultural (2020, March).Coronaviruscauses and symptoms. Retrieved from
http://www. nytimes.com
Martínez,AC. L. (2013). Analysis of the effect of content familiarity and gender onEnglish as a foreign language reading comprehension by Spanish universitystudents. Porta Linguarum, 21, 69-84.
McGeown,S., Goodwin, H., Henderson, N., & Wright, P. (2012). Genderdifferences in reading motivation: Does sex or gender identity provide a betteraccount? Journal of Research in Reading, 35(3),328-336.
Millard, E.(1997). Differently literate: Gender identity and the construction of thedeveloping reader. Journal Gender andEducation, 9(1), 31-48.
Nunan,D. (2001). Second language acquisition. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English tospeakers of other languages
(pp. 87-92).Cambridge: Cambridge University Press.
Nuttall, C. (2002). Teaching reading skills in a foreignlanguage. London Heinemann Educational Books.
Oda,AH. & Abdul-Kadhim, MR. (2017). The relationship between gender and readingcomprehension at college level. Journalof Basrah Research The Humanities Sciences, 42(6), 426-446.
Palmer, H.E. (1917). The scientific study andteaching of languages. London: Harrap.
Pearson,B. Z., Fernández,S.C., Lewedeg,V., & Oller, D. K. (1997). The relation ofinput factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18(1), 41-58. doi:10.1017/S0142716400009863
Perfetti,C. A. (1984). Reading acquisition and beyond: Decoding includes cognition. American Journal of Education, 93, 40-60.
Perfetti,C. A. (1999). Cognitive researchand the misconceptions of reading education. In J. Oakhill& R. Beard (Eds.), Reading development and the teaching of reading:A psychological perspective (pp. 42-58). Blackwell Science.
Peters, S.A. E. & Norton, R. (2018). Sex-specific relevance of diabetes to occlusivevascular and other mortality: A collaborative meta-analysis of individual datafrom 980 793 adults from 68 prospective studies. The Lancet Diabetes & Endocrinology, 6(7), 538-546.
Poole, A.(2009). The reading strategies used by male and female Colombian universitystudents. Profile Issues in TeachersProfessional Development, 11, 29-40.
Puteh, M.,Zin, Z. M., & Ismail, I. (2016). Reading performance of Malaysian studentsacross gender in PISA 2012. The SoutheastAsian Journal of English Language Studies, 22(2), 109-121.
RAND ReadingStudy Group (2002). Reading forunderstanding: toward an R&D program in reading comprehension (Tech. Reportfor the Office of Educational Research and Improvement). Santa Monica, CA:Author.
Rashidi, N. & Piran, M. (2011). The effect of extensive and intensivereading on Iranian EFL learners’ vocabulary size and depth. Journal of Language Teaching and Research, 2(2), 471-482.    
Richards, J. C & Schmidt, R. (2002). Longman dictionary of languageteaching and applied linguistics. New York: Longman.
Rowe, K.(2006). Effective teaching practices for students with and without learningdifficulties: Constructivism as a legitimate theory of learning and of teaching? Effective Teaching Practices, 5(7), 1-24.
Rumelhart,D. E. (1977). Toward an interactive model of reading. In S. Dornic         (Eds.), Attention and performance (pp. 573-603). New York: Academic   Press.
Schmid, P.C., Mast, M. S., Bombari, D., & Mast, F. W. (2011).Gender effects in informationprocessing on a nonverbal decoding task. SexRoles, 65(1), 102-107.
Shahmohammadi,N. (2011). Students’ coping with stress at high school level particularly at11th & 12th grade. Social andBehavioral Sciences, 30, 395-401.
Shih, C. Y.,Chern, C. L., & Reynolds, B. L. (2018). Bringing extensive reading andreading strategies into the Taiwanese junior college classroom. Reading in a Foreign Language, 30(1), 130-151.
Sönmez, Y.& Sulak, S.E. (2018). The effect of the thinking-aloud strategy on thereading comprehension skills of 4th grade primary school students. Universal Journal of Educational Research,6(1), 168-172.
Spear-Swerling,L. (2004). Fourth graders' performance on a state-mandated assessment involvingtwo different measures of reading comprehension. Reading Psychology, 25(2), 121-148.
Staiger, R.C. (1973). The teaching of reading. Lexington, MA:Ginn & Co.
doi:10.13189/ujer.2018.060116
Taguchi, E.,Takayasu-Maass, M., & Gorsuch, G. J. (2004). Developing reading fluency inEFL: How assisted repeated reading and extensive reading affect fluencydevelopment. Reading in a ForeignLanguage, 16(2), 70-96.
Tanaka, H.& Stapleton, P. (2007). Increasing reading input in Japanese high schoolEFL classrooms: An empirical study exploring the efficacy of extensive reading. The Reading Matrix, 7(1), 115-131.
Thums,K. Artelt, C., & Wolter, I. (2020). Reading for entertainment orinformation reception? Gender differences in reading preferences and theirimpact on text-type-specific reading competences in adult readers. European Journal of Psychology of Educationvolume, 36, 339-357.
Uusen,A. & Müürsepp, M. (2012). Gender differences in reading habits among boysand girls of basic school in Estonia. Socialand Behavioral Sciences, 69, 1795-1804.
Vacca, R. T.& Vacca, J. A. L. (1981). Contentarea reading: Literacy and learning across the curriculum. New York:Addison Wesley Longman.
Vlachos,F. & Papadimitriou, A. M. (2015). Effect of age and gender on children’sreading performance: The possible neural underpinnings. Cogent Psychology, 2(1), 1-10.
Weiner,J. B. (2009). A theory of organizational readiness to change. Implementation Science, 67(4), 1-9.
White,B. (2007). Are girls better readers than boys? which boys? which girls? CanadianJournal of Education, 30(2),554-581.
Wigfield,A. & Guthrie, J. (1997). Relations of children's motivation for reading tothe amount and breadth of their reading. Journalof Educational Psychology, 89(3), 420-432.
Wilsenach,C. & Makaure, P. (2018). Gender effects on phonological processing andreading development in northern sotho children learning to read in English: Acase study of grade 3 learners. SouthAfrican Journal of Childhood Education, 8(1), 1-12. doi: https://doi.org/10.4102/sajce.v8i1.546
Wu, Y. S.(2009). A study on university English majors’ reading difficulties and readingstrategies (Unpublished master’s thesis). Southern Taiwan University of Science andTechnology, Tainan, Taiwan.
Yang, W.H.(2016). The effects of the think-aloudmethod on EFL learners’ reading
comprehensionperformance and reading strategy use (Unpublished master’s thesis).Tunghai University, Taichung, Taiwan.
Yeh,C. W. (2003). Analysis the content ofsenior high school English textbooks. (Unpublished master’s thesis).National Kaohsiung Normal University, Kaohsiung, Taiwan.
Yen, H. (2019, December). Gift-givingcustoms around the world. ALL+Interactive English Magazine, 181,31-33.
Yusuf,Q. & Fauzan, F. (2016). EFL students’ difficulties incomprehending English reading texts. Proceedings of English EducationInternational Conference, 1(2), 510-514.
Zaretsky, E. (2017). Cross-linguistictransfer: The role of L1 grammatical morphology in L2 reading comprehensionamong ELLs from low SES. Proceedings of the 41st annual Boston University Conference on LanguageDevelopment, 794-805.
Ziegler,J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia,and skilled reading across languages: A psycholinguistic grain size theory. PsychologicalBulletin, 131(1), 3-29.                                                          
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
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：612（臺灣：597，外國：15） ／ 本年度總使用人次：2541260 ／ 訪客人次（自102年09月）：68348493
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