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題名：Effects of Balanced Reading Instruction on Vocational High School Students' English Reading, Spelling, and Motivation
書刊名：國立虎尾科技大學學報
作者：柳雅梅 引用關係／黃秀霜 引用關係／沈添鉦 引用關係
作者(外文)：Leou, Yea-mei／Huang, Hsiu-shuang／Shen, Tien-cheng
出版日期：2010
卷期：29:2
頁次：頁109-122
主題關鍵詞：平衡閱讀教學；閱讀成就；閱讀動機；Balanced reading；Reading achievement；Reading motivation
原始連結：連回原系統網址new window
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  • 共同引用共同引用:8
  • 點閱點閱:73
高職學生的英文閱讀能力和閱讀動機普遍比高中生低落，然而，在這個科技發達的時代裡，全世界宛若地球村，身爲國際語言的英語在國際化趨勢中顯得格外重要了，因此，如何激勵高職生學習英語也成爲重要的課題。近二十年來，美國流行的平衡閱讀教學，是融合全語言教學和字母拼讀教學的教學取向，研究證實其有助學生的學習，因此，本研究嘗試規劃平衡閱讀教學課程，結合讀本和技巧教學，進而探討此平衡閱讀教學課程對學生閱讀成就與閱讀動機之影響。研究對象爲南台灣郊區學校的66位高職學生，WRAT3測驗用來測試學生的閱讀成就改變之情形，包含閱讀分測驗和拼字分測驗，MRQ測驗用來測試學生的閱讀動機改變之情形。結果發現，經過實驗教學之後，實驗組學生在閱讀測驗和閱讀動機顯著高於控制組學生，但是在拼字分測驗未達顯著差異。此外，根據研究結果提出相關研究建議，以供參考。
Vocational high school students have been reported to have lower English reading ability and reading motivation than senior high school students. Consequently, how to stimulate the vocational high school students' motivation to learn English becomes an important issue. In the past two decades, balanced reading instruction has become popular in the United States, and many studies have shown its positive effect on students' learning. In this study, the researchers designed a balanced reading program combining the phonics instruction and the whole language approach for students in a rural vocational high school in southern Taiwan, with an aim to investigate the effects of instructional program on students' reading achievement and reading motivation. Sixty-six vocational high school students participated in this study. The Wide Range Achievement Test Ⅲ was administered to measure students' reading competency and spelling competency. The Motivation for Reading Questionnaire was the tool for determining students' change in reading motivation. The results from the experimental study showed that the experimental group scored significantly higher than the control group in the motivation surveys and the reading tests, but there was no significant difference between the spelling performances of the two groups. Based on the findings, several suggestions were provided for reading instructors and researchers.
期刊論文
1.Dahl, K.、Scharer, P.、Lawson, P.(1999)。Phonics teaching and student achievement in whole language first grade。Reading Research Quarterly，34(3)，312-341。  new window
2.Leou, Y. M.(2002)。A case study of the application of portfolio assessment to English drama teaching in a vocational school。Journal of Taiwan Normal University (Education)，47(2)，159-174。  new window
3.Leou, Y.M.、Huang, H.S.(2006)。The Application of Balanced Reading Instruction to English Teaching at Elementary Schools。Curriculum and Instruction Quarterly，3，83-101。  new window
4.Leou, Y.M.、Huang, H.S.(2007)。Influence of Balanced Reading Instruction on Students' Reading Ability and Reading Motivation。Journal of Taiwan Normal University (Education, TSSCI)，52(1)，133-157。  new window
5.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
6.沈添鉦、柳雅梅、潘家羚(20101000)。Case Studies of Two Struggling EFL Learners in a Fifth: Grade Balanced Reading Program。課程與教學，13(4)，189-228。new window  new window
7.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
8.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
9.Wharton-McDonald, R.、Pressley, M.、Hampston, J. M.(1998)。Literacy Instruction in Nine First-grade Classrooms: Teacher Characteristics and Student Achievement。The Elementary School Journal，99(2)，101-128。  new window
10.Boduch, M.、Pollard, C.(2004)。Developing a Balanced Reading Program for Teaching a Child Williams Syndrome。Teaching Exceptional Children Plus，1(1)。  new window
11.Strickland, D. S.(1998)。What's Basic in Beginning Reading? Finding Common Ground。Educational Leadership，55(6)，6-10。  new window
12.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
13.Wigfield, A.、Guthrie, J. T.(1997)。Relations of children's motivation for reading to the amount and breadth of their reading。Journal of Education Psychology，89(3)，420-432。  new window
學位論文
1.Xie, S. M.(1998)。The survey of the usage of the English textbooks in technical vocational high school and the teachers' opinions(-)。Chang-Hwa Normal University，Chang-Hwa City。  new window
2.Ramirez, R.(2005)。A Case Study Inquiry into the Relative Impact of Balanced Reading Instruction on Hispanic Students in a Highly Culturally Diverse Elementary School(博士論文)。Louisiana State University，Baton Rouge, LA。  new window
圖書
1.Eisele, C.、Eisele, B.、Sun, D.(2000)。The Three Little Pigs。Taipei：Caves Books。  new window
2.Eisele, C.、Eisele, B.、Sun, D.(2000)。Goldilocks and the Three Bears。Taipei：Caves Books。  new window
3.Eisele, C.、Kelly, R.、Yang, J.(2000)。The Gingerbread Man。Taipei：Caves Books。  new window
4.Eiselse, C.、Marcoccla, M.(2000)。City Mouse and Country Mouse。Taipei：Caves Books。  new window
5.Eiselse, C.、Marcoccla, M.(2000)。Enormous Turnip。Taipei：Caves Books。  new window
6.Hoing, B.(1996)。Teaching our children to read: The role of skills in a comprehensive reading program。Thousand Oaks, CA.：Corwin Press。  new window
7.Rylant, C.、Kathryn, Brown(1996)。The old woman who named things。Florida：Harcourt, Inc。  new window
8.Shi,Y. H.、Lin, M. S.、Huang, C.S.、Ye,C.F.(2000)。The influences of the college entrance exam on the English teaching in vocational high schools。Ninth International Symposium on English teaching。Taipei：Crane Publishing Co. L。  new window
9.Wilkinson, G. S.(1993)。The Wide Range Achievement Test 3。Wilmington, DE：Wide Range。  new window
10.Snow, C. E.、Burns, M. S.、Griffin, P.(1998)。Preventing reading difficulties in young children。National Academy Press。  new window
11.Pressley, M.(1998)。Reading Instruction That Works--The Case for Balanced Teaching。New York, NY：The Guilford Press。  new window
12.Johnson, S. T.(1995)。Alphabet city。New York：Viking。  new window
13.Shulevitz, U.(1998)。Snow。Snow。New York, NY：Farrar, Straus and Giroux。  new window
14.Eisele, C.、Sun, D.(2000)。The Sly fox and the Red Hen。Taipei：Caves Books。  new window
其他
1.Arkebauer, C.，MacDonald, C.，Palmer, C.(2002)。Improving Reading achievement through the implementation of a balanced literacy approach(ED 471063)。  new window
2.Bitter, C.，Bitter, C.，O'Day, J.，Gubbins, P.，Scoias, M.(2009)。What works to improve student literacy achievement? An examination of instructional practices in a balanced literacy approach(EJ827865)。  new window
 
 
 
 
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