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：Effects of Reciprocal Teaching Approaches on Facilitating EFL 9th Graders' PISA Reading Literacy Achievement
書刊名：教育科學期刊
作者：許峰銘／彭登龍 引用關係
作者(外文)：Hsu, Feng-ming／Peng, Teng-lung
出版日期：2015
卷期：14:1
頁次：頁83-122
主題關鍵詞：相互教學法；閱讀素養成就；國際學生能力評量計畫-擷取與檢索；統整與解釋；省思與評鑑；RT；PISA；Reciprocal teaching strategies；PCQS；PISA reading literacy achievement
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:8
閱讀素養被視為是在迅速變化的世界中的基本能力。本研究旨在探討運用相互教學法（RT）對以英語為外語的九年級學生在PISA國際學生能力評量閱讀素養成就的成效。本研究對象為以英語為第二外語的16位九年級参與者，於2015年在一所私立英語教育機構進行共11週教學。相互教學法主要包括四個教學步驟:預測、澄清、提問與摘要。資料蒐集方式包括：（1）依據PISA閱讀素養能力評鑑要素－擷取與檢索、統整與解釋、省思與評鑑，（2）比較實驗組與對照組前測和後測成效，（3）課堂小組訪談探討6個問題，有關PCQS閱讀理解步驟增強學習的反映和回饋，（4）閱讀素養調查共計100位來自三所國中的9年級學生，藉以廣泛了解學生的學習與閱讀情況。研究結果顯示：（a）在量化研究結果方面，RT教學促進了PISA閱讀素養水準整體顯著進步，但老師直接式教學方式則只在擷取與檢索取得顯著進步；（b）在PISA國際學生能力評量閱讀素養成就表現方面，實驗組的學生優於對照組的學生；（c）在質性研究結果方面顯示訪談反映學生對RT教學過程呈正面肯定，乃基於較好的互動氣氛和較佳的閱讀理解步驟；（d）閱讀素養調查結果分析提供教學上的檢驗回顧，並得以進一步了解學生的學習需求。最後，研究人員針對英文閱讀教學方面提出未來研究方向的建議。
Reading literacy is viewed as a fundamental skill in a rapidly changing world. This study aims to examine the effects of Reciprocal Teaching (RT) approaches on facilitating EFL 9^(th) graders' PISA reading literacy achievement. Sixteen EFL 9^(th) graders in a private language school participated in this study for an 11-week instruction of RT in 2015, which mainly involved four steps of instruction: prediction, clarification, question, and summary (PCQS). The class was divided into two groups: the experimental group with RT instruction, and the control group with teacher-directed instruction. Data collection included: (1) quantitative data of paired samples t-test of pretest and posttest to explore the influences of the PCQS metacognitive steps of RT on enhancing experimental group students' achievement based on three categories of the reading levels of the Programme for International Student Assessment (PISA)-assessing and retrieving, integrating and interpreting, reflecting and evaluating, (2) quantitative data of group statistics of paired samples t-test to compare the mean scores of two groups, (3) qualitative data of interviews of six questions about students' reactions of and feedback on four steps of RT instruction, and (4) Reading Literacy Survey for an amount of 100 9^(th) graders to have a broader understanding of students' learning engagement in reading. The research findings included: (a) the paired samples t-test indicated the RT intervention contributed to participants' significant progress in the whole reading proficiency levels of PISA, while teacher-directed instruction led to participants' progress in levels of Assessing and Retrieving only; (b) group statistics of paired samples t-test demonstrated that the students of the experimental group made more significant progress in the reading proficiency levels of PISA than the counterparts of the control group; (c) the interview data revealed that participants hold positive attitude toward RT instruction because of better interactive atmosphere and scaffolded metacognitive steps, and (d) the findings of the survey were offered to teachers for them to reflect on their approaches to reading instruction, and some perspectives on students' learning engagement in English reading were provided, too. Finally, the researchers made some recommendations for future studies in relation to reading instruction.
期刊論文
1.Carter, C. J.(1997)。Why Reciprocal Teaching?。Educational Leadership，54(6)，64-71。  new window
2.Beach, S. A.、Kincade, K.(1996)。Improving reading comprehension through strategy instruction。Reading Psychology Quarterly，17，273-281。  new window
3.Block, C. C.、Parris, S. R.、Whiteley, C. S.(2008)。CPMs: A kinesthetic comprehension strategy。The Reading Teacher，61(6)，460-470。  new window
4.Cunningham, A. E.、Stanovich, K. E.(1998)。Early reading acquisition and its relation to reading experience and ability 10 years later。Developmental Psychology，33(6)，934-945。  new window
5.Holloway, J. H.(1999)。Improving the reading skills of adolescents。Educational Leadership，57(2)，80-81。  new window
6.Hung, H. P.、Lin, S. W.、Wu, Y. Y.(2011)。An exploration of effects of Taiwanese 9th graders’ reading pleasure and strategies on interpreting of PISA reading literacy。Curriculum and Instruction，14(4)，1-24。  new window
7.Küçükoğlu, H.(2013)。Improving reading skills through effective reading strategies。Procedia-Social and Behavioral Sciences，70，709-714。  new window
8.Reutzel, D. R.、Smith, J. A.、Fawson, P. C.(2005)。An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts。Early Childhood Research Quarterly，20(3)，276-305。  new window
9.Safiye, B.、Özen Y.(2014)。Procedia-Social and Behavioral Sciences116，2437-2442。  new window
10.Seymour, J. R.、Osana H.　P.(2003)。Teaching and Teacher Education19(3)，325-344。  new window
11.Smith, M. C.、Mikulecky, L.、Kibby, M. W.、Dreher, M. J.(2000)。What will be the demands of literacy in the workplace in the next millennium?。Reading Research Quarterly，35(3)，378-383。  new window
12.Williams, J.(2010)。Taking on the Role of Questioner: Revisiting Reciprocal Teachin。The Reading Teacher，64(4)，278-281。  new window
13.Yang, Y. F.(2010)。Developing a reciprocal teaching/learning system for college remedial reading instruction。Computers & Education，55(3)，1193-1201。  new window
14.Alfassi, M.(1998)。Reading for meaning: the efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes。American Educational Research Journal，35(2)，309-332。  new window
15.Greenway, C.(2002)。The process, pitfalls and benefits of implementing a reciprocal teaching intervention to improve the reading comprehension of a group of year 6 pupils。Educational Psychology in Practice，18，113-137。  new window
16.Pearson, P. D.、Dole, J. A.(1987)。Explicit comprehension instruction: A review of research and a new conceptualization of instruction。Elementary School Journal，88(2)，151-165。  new window
17.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
會議論文
1.Palincsar, A.、Brown, A.、Campione, J.(1989)。Structured dialogues among communities of first grade learners。Annual meeting of the American Educational Research Association。San Francisco, CA。  new window
學位論文
1.Liu, H. P.(2012)。The Impact of family reading resources, class discipline and personal reading attitude on reading literacy: Evidence from Taiwan PISA2009(碩士論文)。National Taipei University of Education，Taiwan。  new window
圖書
1.Keene, E. O.、Zimmermann, S.(2007)。Mosaic of thought: The power of comprehension strategy instruction。Portsmouth, NH：Heinemann Educational Books。  new window
2.Oczkus, L. D.(2010)。Reciprocal teaching at work: Powerful strategies and lessons for improving reading comprehension。Newark, DE：International Reading Association。  new window
3.Lubliner, S.(2001)。A practical guide to reciprocal teaching。Bothell, WA：Wright Group。  new window
4.McLaughlin, M.、Allen, M. B.(2002)。Guided comprehension: A teaching model for Grades 3-8。Newark, DE：International Reading Association。  new window
5.Oczkus, L. D.(2004)。Reciprocal reading at work: Strategies for improving reading comprehension。Newark, DE：International Reading Association Inc。  new window
6.Wright, J.(2015)。International Encyclopedia of the Social & Behavioral Sciences。Elsevier。  new window
7.Simon, H. A.(1996)。Models of my life。Cambridge, MA：MIT Press。  new window
8.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
9.Harvey, S.、Goudvis, A.(2007)。Strategies that work: Teaching comprehension for understanding and engagement。Portland, ME：Stenhouse。  new window
其他
1.Chien, P. L.(2014)。Key factors influencing Taiwanese students’ reading literacy performances in PISA，http://handle.ncl.edu.tw/11296/ndltd/04360743029936728200。  new window
2.Hsu, C.　Y.(2013)。Multilevel analysis of factors influencing students’ reading achievement – An example of Taiwan’s data from PISA 2009，http://handle.ncl.edu.tw/11296/ndltd/02687655041401274487。  new window
3.Liu, Y. P.(2013)。A study of reading engagement and reading strategies on reading literacy: Using PISA 2009 Taiwan，http://handle.ncl.edu.tw/11296/ndltd/89199320398724270388。  new window
4.Taiwan, P. I. S. A.(2011)。Taiwan PISA National Center at National University of Tainan (2011)。  new window
圖書論文
1.Pearson, P. D.、Duke, N. K.(2002)。Comprehension instruction in the primary grades。Comprehension instruction: Research-based best practices。New York：Guilford。  new window
2.Baker, L.、Brown, A. L.(1984)。Cognitive monitoring in reading。Understanding reading comprehension。Newark, DE：Instructional Reading Association。  new window
3.Bodrova E.、Leong, D. J.(2012)。Tools of the mind: Vygotskian approach to early childhood education。Approaches to Early Childhood Education。Columbus, OH：Merrill：Prentice Hall。  new window
4.Galloway, C. A.(2001)。Vygotsky's learning theory。Emerging Perspective on Learning, Teaching and Technology。  new window
5.Baker, L.、Brown, A. L.(1984)。Metacognitive skills and reading。Handbook of Reading Research。New York, NY：Longman。  new window
6.Pressley, M.、Snyder, B. L.、Cariglia-Bull, T.(1987)。How can good strategy use be taught to children? Evaluation of six alternative approaches。Transfer of learning: Contemporary research and applications。Academic Press。  new window
 
 
 
 
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：1313（臺灣：1291，外國：22） ／ 本年度總使用人次：2488187 ／ 訪客人次（自102年09月）：68291874
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