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題名：平衡閱讀教學對國小學童英文閱讀能力及閱讀動機之影響
書刊名：師大學報. 教育類
作者：柳雅梅 引用關係／黃秀霜 引用關係
作者(外文)：Leou, Yea-mei／Huang, Shiu-hsung
出版日期：2007
卷期：52:1
頁次：頁133-157
主題關鍵詞：平衡閱讀教學；字母拼讀法；全語教學；閱讀能力；閱讀動機；Balanced reading instruction；Phonics；Whole language learning；Reading ability；Reading motivation
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(7) 博士論文(5) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:13
  • 點閱點閱:89
　　本研究之目的在於規劃平衡閱讀教學課程，探討該課程對國小學童英文閱讀能力及閱讀動機之影響，同時檢視學童英文認字能力之差距情形。研究對象為72 位國小五年級學童，實驗組和控制組各有36 位學童，實驗教學進行九週，實驗教學前和後對學童施測。結果顯示實驗組的學童在WRAT3 的閱讀分測驗、英文認字測驗的讀音分測驗和字義分測驗、句子理解分測驗和MRQ 閱讀動機問卷等方面顯著高於控制組，說明平衡閱讀教學實驗課程有效提升學童之閱讀能力和閱讀動機，但是在WRAT3 拼字分測驗中，兩組未達顯著差異；而這些五年級學童的認字能力差異很大，從低於國小三年級的程度到高達國中三年級的程度都有。研究者依據研究結果對教學、行政和未來研究提出建議。
The purposes of this study were to design a balanced reading program, to explore its impact on elementary school students’ reading ability and reading motivation, and to check the range of students’ word recognition ability. The participants were 72 fifth graders, with 36 students in the experimental group and 36 students in the control group. The experimental program lasted for nine weeks, and all tests were given before and after the instructional program. It was found that the experimental group scored significantly higher than the control group on the reading subtest of The Wide Range Achievement Test 3 （WRAT 3）, the sound and meaning subtests of The English Word Recognition Test, the sentence comprehension subtest of The English Reading Diagnostic Test, and the Motivation for Reading Questionnaire. This meant that the balanced reading program had a generally positive impact on students’ reading ability and reading motivation. However, there was no significant difference between the groups on the spelling subtest of the WRAT 3. Furthermore, the variation in these fifth graders’ word recognition ability was very great, ranging from an ability level below that of third graders to the ninth-grade level. Based on the results, suggestions were offered to teachers, administrators and researchers.
期刊論文
1.Strickland, D. S.(1998)。What's Basic in Beginning Reading? Finding Common Ground。Educational Leadership，55(6)，6-10。  new window
2.Dahl, K. L.、Scharer, P. L.、Lawson, L. L.、Grogan, P. R.(1999)。Phonics Instruction and Student Achievement in Whole Language First Grade Classrooms。Reading Research Quarterly，34(3)，312-341。  new window
3.Droop, M.、Verhoeven, L.(2003)。Language Proficiency and Reading Ability in First- and Second- Language Learners。Reading Research Quarterly，38(1)，78-103。  new window
4.柳雅梅、黃秀霜(20060700)。平衡閱讀教學在國小英語教學之運用。課程與教學，9(3)，83-101。new window  延伸查詢new window
5.Spearritt, D.(1972)。Identification of Subskills of Reading Comprehension by Maximum Likelihood Factor Analysis。Reading Research Quarterly，8，92-111。  new window
6.Fowler, D.(1998)。Balanced Reading Instruction in Practice。Educational Leadership，55(6)，11-12。  new window
7.Adams, M. J.、Bruck, M.(1995)。Resolving the "Great Debate"。American Educator，19(2)，7-20。  new window
8.廖美玲(20030100)。Integrating Phonics Instruction and Whole Language Principles in an Elementary School EFL Classroom。英語教學，27(3)，15-34。new window  new window
9.Baumann, J. F.、Hoffman, J. V.、Moon, J.、Duffy-Hester, A. M.(1998)。Where are teachers' voices in the phonics/whole language debate? Results from a survey of U.S. elementary classroom teachers。The Reading Teacher，51(8)，636-650。  new window
10.Bellon, M. L.、Ogletree, B. T.(2000)。Repeated storybook reading as an instructional method。Intervention in School and Clinic，36(2)，75-81。  new window
11.Wigfield, A.、Guthrie, J. T.(1997)。Relations of children's motivation for reading to the amount and breadth of their reading。Journal of Educational Psychology，89(3)，420-432。  new window
12.林建平(19950600)。國小學童的閱讀動機、理解策略與閱讀成就之相關研究。臺北市立師範學院學報，26，267-294。  延伸查詢new window
13.Nicholls, J. G.、Cheung, P. C.、Lauer, J.、Patashnick, M.(1989)。Individual differences in academic motivation: Perceived ability, goals, beliefs, and values。Learning and Individual Differences，1(1)，63-84。  new window
14.Baker, L.、Wigfield, A.(1999)。Dimensions of children's motivation for reading and their relations to reading activity and reading achievement。Reading Research Quarterly，34(4)，452-477。  new window
15.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
16.Ryan, Richard M.、Deci, Edward L.(2000)。Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions。Contemporary Educational Psychology，25(1)，54-67。  new window
17.Tan, A.、Nicholson, T.(1997)。Flashcards Revisited: Training Poor Readers to Read Words Faster Improves Their Comprehension of Text。Journal of Educational Psychology，89，276-288。  new window
18.Abbot, S. P.、Reed, E.、Abbot, R. D.、Berninger, V. W.(1997)。Year-long Balanced Reading/Writing Tutorial: A Design Experiment Used for Dynamic Assessment。Learning Disability Quarterly，20(3)，249-263。  new window
19.Gambrell, L. B.、Palmer, B. M.、Codling, R. M.、Mazzoni, S.(1996)。Assessing Motivation to Read。The Reading Teacher，49，518-533。  new window
20.Carol, M. S.、August, D.、McLaughlin, B.、Snow, C. A.、Dressler, C.、Lippman, D. N.、Lively, T. J.、White, C. E.(2004)。Closing the Gap: Addressing the Vocabulary Needs of English-language Learners in Bilingual and Mainstream Classrooms。Reading Research Quarterly，39(2)，188-215。  new window
21.Metsala, J. L.、Sweet, A. P.、Guthrie, J. T.(1996)。How Children's Motivation Related to Literacy Development。The Reading Teacher，49(8)，660-663。  new window
22.Jenkins, E.(1986)。How Original Is It? the Models on which Children base Their Writing。Educational Review，38，151-160。  new window
23.Palmer, B. M.、Codling, R. M.、Gambrell, L.(1994)。In Their Words: What Elementary Students Have to Say about Motivation to Read。The Reading Teacher，48，176-178。  new window
24.Dermody, M. M.(1999)。Reciprocal Strategy Training in Reading Clarification, Question Generating and Summarization to Improve Reading Comprehension。Reading Improvement，36(1)，16-33。  new window
會議論文
1.詹餘靜、柳雅梅(2000)。國小英語教學實施情況與探討：以國立嘉義師院附小為例。第九屆中華民國英語文教學國際研討會。台北：文鶴出版公司。650-660。  延伸查詢new window
2.陳淳麗(1999)。國小英語師資訓練課程之調查分析。第十六屆中華民國英語文教學國際研討會。臺北：文鶴。205-219。  延伸查詢new window
3.Leou, Y. M.、Huang, H. S.(2004)。The Influences of Balanced Reading Instruction on Vocational High School Students' Word Recognition Ability and Reading Motivation。0。  new window
4.柳雅梅、黃秀霜(2006)。平衡閱讀教學在英語為第一語言和第二語言教室中實施之比較。臺南市。345-359。new window  延伸查詢new window
研究報告
1.Pernai, K.、Pulciani, J.、Vahle, H.(2000)。Piecing Together Phonics and Whole Language: A Balanced Approach。Chicago, IL。  new window
2.Porter, S. M.(1995)。Effects of Reading-aloud Program Attitudes of Elementary Children。Hays, KS。  new window
3.Elsea, B.(2001)。Increasing Students' Reading Readiness Skills through the Use of a Balanced Literacy Program。Chicago, IL。  new window
學位論文
1.陳惠秋(2002)。高中閱讀教學--小組設計(碩士論文)。國立政治大學。  延伸查詢new window
2.蔣貴枝(2000)。國小英語課程與教學之個案研究(碩士論文)。臺中師範學院。  延伸查詢new window
3.李素足(1999)。臺中縣市國小中、高年級學童閱讀動機的探討(碩士論文)。臺中師範學院，臺中市。  延伸查詢new window
4.梁瑜芳(2002)。後設認知閱讀策略訓練對國中英文資源班學生閱讀理解之效益研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
5.賴志全(2003)。字彙教學對提昇國中學生英文閱讀理解能力之研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
6.曹世珍(2005)。平衡閱讀教學對國小五年級學童英語閱讀能力與閱讀態度之影響(碩士論文)。國立臺南大學。  延伸查詢new window
7.陳姿君(2002)。國中英語閱讀能力診斷測驗編製之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
8.黃淑芬(2002)。臺灣高中生之字彙及語法與英文閱讀理解的關係，0。  延伸查詢new window
9.Brown, L. C.(1993)。A Study of the Relationships among Self-concept, Reading Attitude and Reading Comprehension in Second Grade Readers，0。  new window
圖書
1.Wilkinson, G. S.(1993)。The Wide Range Achievement Test。Delaware：Wide Range。  new window
2.National Reading Panel(2000)。Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups。Washington, DC：National Institute of Child Health and Human Development。  new window
3.Barchers, S. I.(1998)。Teaching Reading from Process to Practice。Wadsworth Publishing Company。  new window
4.Cunningham, P. M.、Hall, D. P.(1998)。The Four Blocks: A Balanced Framework for Literacy in Primary Classrooms in Teaching Every Child Every Day - Learning in Diverse Schools and Classrooms。Cambridge, Mass：Brookline Books。  new window
5.Cowen, J. E.(2003)。A Balanced Approach to Beginning Reading Instruction: A Synthesis of Six Major U.S. Research Studies。Newark, DE：International Reading Association。  new window
6.Young, D.(1992)。Seven Blind Mice。New York, NY：Scholastic。  new window
7.Fountas, I. C.、Pinnell, G. S.(1996)。Guided Reading。Portsmouth, NH：Heinemann。  new window
8.Fry, E.(2001)。How to Teach Reading。Westminster, CA：Teacher Created Materials, Inc。  new window
9.Blair-Larsen, S. M.、Williams, K. A.(1999)。The Balanced Reading Program - Helping All Students Achieve Success。The Balanced Reading Program - Helping All Students Achieve Success。Newark, DE：International Reading Association。  new window
10.洪燕玲、黃秀霜、周奕良、柳雅梅、林娟如、謝麗雪(2006)。英文認字測驗。台北市：心理出版社。  延伸查詢new window
11.Snow, C. E.、Burns, M. S.、Griffin, P.(1998)。Preventing reading difficulties in young children。National Academy Press。  new window
12.張春興(1999)。教育心理學：三化取向的理論與實踐。臺北：東華書局。  延伸查詢new window
13.Pressley, M.(1998)。Reading Instruction That Works--The Case for Balanced Teaching。New York, NY：The Guilford Press。  new window
14.Harris, T. L.、Hodges, R. E.(1995)。The literacy dictionary: The vocabulary of reading and writing。Newark, DE：International Reading Association。  new window
15.Baumann, J. F.(1988)。Reading assessment: An instructional decision-making perspective。Columbus：Merrill Publishing Company。  new window
16.Perfetti, C. A.(1985)。Reading ability。Oxford University Press。  new window
17.Stoodt, B. D.(1989)。Reading instruction。New York：Harper Row, Publishers, Inc.。  new window
18.Johnson, S. T.(1995)。Alphabet city。New York：Viking。  new window
19.Ehri, L. C.(1994)。Development of the Ability to Read Words: Update。Theoretical Models and Processes of Reading。Newark, DE。  new window
20.Border, R.(2002)。A New Tooth。A New Tooth。New York, NY。  new window
21.Hayes, B. L.(1991)。The Effective Strategies for Teaching Reading。The Effective Strategies for Teaching Reading。Needham Heights, MA。  new window
22.Zimmerman, H. W.(1989)。Henny Penny。Henny Penny。New York, NY。  new window
23.Border, R.(1995)。The Kite。The Kite。New York, NY。  new window
24.McIntyre, E.、Pressley, M.(1996)。Balanced Instruction: Strategies and Skills in Whole Language。Norwood, MA：Christopher-Gordon。  new window
25.(1996)。Balanced Reading: Grades K-2。Balanced Reading: Grades K-2。New York, NY。  new window
26.Shulevitz, U.(1998)。Snow。Snow。New York, NY：Farrar, Straus and Giroux。  new window
27.Eisele, C.、Sun, D.(2000)。The Sly fox and the Red Hen。Taipei：Caves Books。  new window
28.Tierney, R. J.、Readence, J. E.(2002)。Reading Strategies and Practices: A Compendium。Reading Strategies and Practices: A Compendium。MA。  new window
29.Gough, P. B.、Juel, C.(1991)。The First Stages of Word Recognition。Learning to Read: Basic Research and Its Implications。Hillsdale, NJ。  new window
30.Heiden, D. E.(1999)。Assessing Literacy Learners: A Tale of Two Children。The Balanced Reading Program: Helping all Students achieve Successs。Newark, DE。  new window
31.Burke, E. M.(1999)。Literature in a Balanced Reading Program。The Balanced Reading Program: Helping all Students Achieve Success。Newark, DE。  new window
其他
1.Ediger, M.(1999)。Integrating Whole Language & Phonics: New Options in Teaching Reading，0。  new window
2.Linda, K.(1993)。Uncovering Cognitive Process in Reading，0。  new window
3.Gunner, A. S.，Smith, J. A.，Sauda, D.(1999)。Improving Comprehension and Attitude toward Reading Using a Balanced Reading Approach，Chicago, IL。  new window
4.Cassidy, J.，Cassidy, D.(2002)。What's Hot, What's Not for 2003; Seventh Annual Survey Examines Key Topics in Reading Research and Practice，0。  new window
5.教育部(2006)。九年一貫課程，0。  延伸查詢new window
圖書論文
1.Frith, U.(1985)。Beneath the surface of developmental dyslexia。Surface dyslexia。London：Lawrence Erlbaum Associates。  new window
2.Pressley, M.(2000)。What should comprehension instruction be the instruction of?。Handbook of Reading Reasearch。Mahwah, NJ：Erlbaum。  new window
3.Anderson, Richard C.、Pearson, P. D.(1984)。A Schema-Theoretic View of Basic Processes in Reading Comprehension。Handbook of reading research。New York, NY：Longman。  new window
 
 
 
 
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