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題名：Case Studies of Two Struggling EFL Learners in a Fifth: Grade Balanced Reading Program
書刊名：課程與教學
作者：沈添鉦 引用關係／柳雅梅 引用關係／潘家羚
作者(外文)：Shen, Tien-cheng／Leou, Yea-mei／Pan, Chia-ling
出版日期：2010
卷期：13:4
頁次：頁189-228
主題關鍵詞：程度落後；平衡式閱讀教學；解碼；意義建構；Struggling reader；Balanced reading instruction；Code-breaker；Meaning-maker
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(3) 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:3
  • 共同引用共同引用:17
  • 點閱點閱:37
本研究描述二個英文程度落後的五年級學童在平衡式閱讀教學教室中的讀寫發展。透過分析學生的個別朗讀紀錄以及書面作業與作品，研究者探索學童在解碼與拼寫以及意義建構二方面的表現及發展。本研究有二個主要研究發現：1）在解碼方面，二個學童已有一些英文形音對應的知識，但仍然不完整。透過不斷的文字探索、嘗試錯誤、及讀寫練習，二人逐漸能掌握英文字的形音對應關係。2）在意義建構方面，二人主要是依賴由上而下、以意義為中心的閱讀策略，以及圖像的線索來建構意義。在閱讀有情境的圖畫書或自製書的時候，二人的閱讀比較流暢、投入；但是在閱讀缺乏情境的文本時（如作業單、考卷等），其意義建構則較不順暢。最後，根據研究結論，本文提出教學及研究建議，以供參考。
This paper depicts the English literacy learning of two fifth-grade struggling readers in an EFL classroom which embedded skill learning in meaningful language and literacy activities focusing on story books and leveled picture books. Through examining the child readers' oral reading records and written works, the researchers tried to understand and depict the struggling readers' literacy development as a code breaker and a meaning maker. Major findings include the following. Firstly, as a code breaker, the struggling readers showed partial graphophonemic knowledge of the English alphabet and both children underwent an approximation process in which they made attempts at breaking the codes of the written language, sometimes mistakenly, and gradually became more competent code-breakers. Secondly, as a meaning maker, the two struggling readers demonstrated a meaning-centered, top-down reading strategy and frequently relied on visual cues and story context to access meanings. They displayed traits of a fluent and engaged reader when reading picture story books or self-created books. However, when they were reading or responding to decontexualized text, such as questions in a written test or exercises in worksheets, their reading performance indicated a much poorer reader. Pedagogical implications for teaching struggling EFL readers are also provided in this study.
期刊論文
1.胡潔芳(20021200)。Nonword Repetitions of EFL Children。臺北市立師範學院學報，33，頁457-470。  延伸查詢new window
2.胡潔芳(200404)。Learning to spell with poor phonological awareness。英語教學，28(4)，31-52。  new window
3.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
4.Guthrie, J. T.、Wigfield, A.、Metsala, J. L.、Cox, K. E.(1999)。Motivational and cognitive predictors of text comprehension and reading amount。Scientific Studies of Reading，3(3)，231-256。  new window
5.朱惠美、游勻勻、張孝慈、丁麗萍、余芊、胡潔芳(20071200)。Effectiveness of Phonological Remediation for Children with Poor English Word Reading Abilities。英語教學，31(4)，85-125。new window  延伸查詢new window
6.朱惠美(20060100)。Teaching EFL Beginning Readers: an Examination of English Curricula in East Asian Countries。英語教學，30(3)，23-49。new window  new window
7.Amer, A. A.(1997)。The effect of the teacher's reading aloud on the reading comprehension of EFL students。English Language Teaching Journal，51(1)，43-47。  new window
8.Isbell, R.、Sobol, J.、Lindauer, L.、Lowrance, A.(2004)。The effect of storytelling and story reading on the oral language complexity and story comprehension of young children。Early Childhood Educational Journal，32(3)，157-163。  new window
9.Morrow, L. M.(1985)。Retelling Stories: A Strategy for Improving Young Children's Comprehension, Concept of Story Structure, and Oral Language Complexity。Elementary School Journal，85(5)，647-661。  new window
10.Ehri, L. C.、McCormick, S.(1998)。Phases of word learning: Implications for instruction with delayed and disabled readers。Reading and Writing Quarterly: Overcoming Learning Disabilities，14(2)，135-164。  new window
11.LaBerge, David、Samuels, S. Jay(1974)。Toward a theory of automatic information processing in reading。Cognitive Psychology，6(2)，293-323。  new window
12.Wang, Min、Koda, Keiko、Perfetti, Charles A.(2003)。Alphabetic and Nonalphabetic L1 Effects in English Word Identification: A Comparison of Korean and Chinese English L2 Learners。Cognition，87(2)，129-149。  new window
13.Duffy-Hester, A. M.(1999)。Teaching struggling readers in elementary school classrooms: A review of classroom reading programs and principles for instruction。The Reading Teacher，52(5)，480-495。  new window
14.柳雅梅、黃秀霜(20070400)。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。師大學報. 教育類，52(1)，133-157。new window  延伸查詢new window
15.Brewster, J. C.(1997)。Teaching young children to make picture books。Early Childhood Education Journal，25(2)，113-117。  new window
16.Cambrourne, B.(2000)。Conditions for literacy learning: Turning learning theory into classroom instruction: A minicase study。The Reading Teacher，54(4)，414-417。  new window
17.Fassler, R.(1998)。“Let’s do it again!”Peer collaboration in an ESL kindergarten。Language Arts，75，202-210。  new window
18.Freppon, P. A.,、Dahl, K. L.(1991)。Learning about phonics in a whole language classroom。Language Arts，68，190-197。  new window
19.Guthrie, J. T.,、Davis, M. H.(2003)。Motivating struggling readers in middle school through an engagement model of classroom practice。Reading & Writing Quarterly，19(1)，59-85。  new window
20.He, T. H.,、Wang, W. L.(2009)。Invented spelling of EFL young beginning writers and its relation with phonological awareness and grapheme-phoneme principles。Journal of Second Language Writing，18，44–56。  new window
21.Hu, R.,、Commeyras, M.(2008)。A case study: Emergent biliteracy in English and Chinese of a 5-year-old Chinese child with wordless picture books。Reading Psychology，29，1-30。  new window
22.Huck, C. S.(1992)。Literacy and literature。Language Arts，69(7)，520-526。  new window
23.Linnenbrink, E. A.(2003)。The role of self-efficacy belief in student engagement and learning in the classroom。Reading & Writing Quarterly，19(2)，119-137。  new window
24.Murphy, B.(1980)。Second language reading and testing in bilingual education。TESOL Quarterly，14(2)，189-197。  new window
25.Raines, S.,、Isbell, R. T.(1994)。The child’s connections to the universal power of story。Childhood Education，70(3)，164-167。  new window
26.Taboa, A., Tonks, S. M., Wigfield, A.,、Guthrie, J. T.(2008)。Effects of motivational and cognitive variables on reading comprehension。Reading and Writing: An Interdisciplinary Journal，22，85-106。  new window
27.Urzua, C.(1992)。Faith in learners through literature studies。Language Arts，69(7)，492-501。  new window
28.Valencia, S. W,、Buly, M. R.(2004)。Behind test scores: What struggling readers really need。The Reading Teacher，57(6)，520-530。  new window
29.Wang, M., Perfetti, C. A.,、Liu, Y.(2005)。Chinese–English biliteracy acquisition:cross-language and writing system transfer。Cognition，97，67-88。  new window
會議論文
1.Kowalski, C.(2002)。Story telling in the language classroom。Taipei。387-394。  new window
學位論文
1.Chiang, P. Y.(2002)。Phonological awareness in Chinese-English bilingual children:Effects of articulation training，NationalTaiwan University。  new window
2.Lee, C. H.(2005)。The role of phonological awareness in Taiwanese students’ English reading and pronunciation acquisition。  new window
3.Yang, S. W.(2002)。The Role of phonological capacity in children's vocabulary learning process。  new window
圖書
1.Clay, M. M.(1993)。Reading recovery: A guidebook for teacher in training。Portsmouth, NH：Heinemann。  new window
2.Hill, S.(1999)。Guiding literacy learners。Armadale：Eleanor Curtain Publishing。  new window
3.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
4.Romaine, Suzanne(1995)。Bilingualism。Blackwell。  new window
5.Snow, C. E.、Burns, M. S.、Griffin, P.(1998)。Preventing reading difficulties in young children。National Academy Press。  new window
6.Goodman, K. S.(1986)。What's Whole in Whole Language?: A Parent/Teacher Guide to Children's Learning。Portsmouth, NH：Heinemann Educational Books, Inc.。  new window
7.Cummins, Jim、Swain, Merrill(1986)。Bilingualism in Education。Longman。  new window
8.Adams, M. J.(1994)。Modeling the connections between word recognition and reading。Theoretical models and processes of reading (4th ed)。Newark, DE。  new window
9.Cunningham, P. M.(1998)。Looking for patterns: Phonics activities that help children notice how words work。Practicing what we know。Urbana, IL。  new window
10.Gunderson, L.(1990)。Reading and language development。Whole-language: Practice and Theory。Scarborough, Ont.。  new window
11.Harste, J. C. Burke, C. L.,、Woodward, V.A.(1994)。Children's language and world:Initial encounters with print。Theoretical Models and Processes of Reading. 4th Edition。Newark, DE。  new window
12.Koda, K.(2005)。Insights into second language reading。Cambridge, UK：Cambridge University Press。  new window
13.Moustafa, M.(1998)。Whole-to-parts phonics instruction。Practicing what we know。Urbana, IL。  new window
14.Pressley, M., Gaskins, I. W.,、Fingeret, L.(2006)。Instruction and development of reading fluency in struggling readers。What research has to say about fluency instruction。Newark,Delaware。  new window
15.Ralston, M.(1990)。Using literature in a whole-language program。Whole-language: Practice and theory。Scarborough, Ont。  new window
16.Ruddell, R. B.(1999)。Teaching children to read and write: Becoming an influential teacher(2nd Edition)。Boston。  new window
17.Strickland, D., Ganske, K.,、Monroe, J.(2002)。Supporting struggling readers and writers: strategies for Classroom Intervention 3-6。Portland, Maine。  new window
18.Sulzby, E.(1994)。Children’s emergent reading of favorite storybooks:A developmental study。Theoretical models and processes of reading(4th Edition)。Newark, Delaware。  new window
圖書論文
1.Manin, Bernard、Przeworski, Adam、Stokes, Susan C.(1999)。Introduction。Democracy, Accountability and Representation。New York：Cambridge University Press。  new window
2.Cunningham, P. M.、Cunningham, J. W.(2002)。What we know about how to teach phonics。What research has to say about reading instruction。Newark, Delaware：IRA。  new window
3.Weaver, C.(1998)。Toward a balanced approach to reading。Reconsidering a balanced approach to reading。Urbana, IL：NCTE。  new window
 
 
 
 
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