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引文資料
題名:
國小高年級學童的閱讀理解監控能力
書刊名:
教育研究月刊
作者:
辜玉旻
作者(外文):
Ku, Yu-min
出版日期:
2016
卷期:
269
頁次:
頁45-59
主題關鍵詞:
國小學童
;
理解監控
;
閱讀理解
;
錯誤偵測
;
Comprehension monitoring
;
Reading comprehension
;
Elementary school students
;
Error detection
原始連結:
連回原系統網址
相關次數:
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:0
共同引用:0
點閱:22
理解監控是後設認知中影響閱讀理解最重要的成分。過去研究發現讀者理解監控能力的高低與其本身的成熟度及閱讀能力有關,然而,針對正在學習閱讀的國小學童的研究結果卻不一致。因此,本研究的目的在了解國小五年級學童的理解監控能力,研究對象為69名五年級學童。研究設計以錯誤偵測任務為主,並同時採用即時和非即時的評量蒐集學童的閱讀理解監控表現。研究結果指出,閱讀能力的高低會影響學童的閱讀理解監控表現,且學生無論閱讀能力高低,都能運用不同的評估標準進行理解監控。與過去研究不同的發現是,本研究之五年級學童已具備從文章建構意義、整合已知知識及經驗於理解新訊息的能力,建議未來可以針對高年級學生設計閱讀理解策略的教學課程。
以文找文
Comprehension monitoring has been viewed as the most important metacognitive component in reading comprehension. Although it has been widely recognized that age and reading proficiency are related to a reader’s capacities to monitor his/her reading comprehension, the findings on whether elementary school students are also effective at monitoring their comprehension during reading have not been consistent. Therefore, the purpose of this study was to investigate 5th grade students’ comprehension monitoring performance. The participants were 69 5th graders in Taiwan. For documenting students’ capacities in monitoring their comprehension during error detection task, the study employed both on-line (to underline) and off-line (to answer probe questions) measures. The results indicated that students’ reading comprehension levels did have effects on their performance on the error detecting task, and most students were able to use different standards to evaluate their comprehension. Different from the findings of previous studies on elementary school students, our analysis of students’ verbal reports showed that 5th graders are able to construct meaning from the text and monitor their understanding at the same time, rather than focus on decoding the individual words, and can integrate prior knowledge with incoming text information. Thus, the author suggests that an integrated comprehension strategies instruction should be designed for these upper-grade elementary school students.
以文找文
期刊論文
1.
Baker, L.(1984)。Children's effective use of multiple standards for evaluating their comprehension。Journal of Educational Psychology,76(4),588-597。
2.
August, D. L.、Flavell, J. H.、Clift, R.(1984)。Comparison of comprehension monitoring of skilled and less-skilled readers。Reading Research Quarterly,20(1),39-53。
3.
Fox, E.(2009)。The role of reader characteristics in processing and learning from informational text。Review of Educational Research,79(1),197-261。
4.
Paris, S. G.、Myers, M.(1981)。Comprehension monitoring, memory, and study strategies of good and poor readers。Journal of Reading Behavior,13(1),5-22。
5.
Baker, L.、Anderson, R. I.(1982)。Effects of inconsistent information on text processing: Evidence for comprehension monitoring。Reading Research Quarterly,17(2),281-294。
6.
Baker, L.(1979)。Comprehension monitoring: Identifying and coping with text confusions。Journal of Literacy Research,11(4),365-374。
7.
Baker, L.(1989)。Metacognition, comprehension monitoring, and the adult reader。Educational Psychology Review,1(1),3-38。
8.
Baumann, J.、Seifert-Kessell, N.、Jones, L.(1992)。Effect of think-aloud instruction on elementary students' comprehension monitoring abilities。Journal of Reading Behavior,24(2),143-172。
9.
Dollaghan, C. A.(1987)。Comprehension monitoring in normal and language-impaired children。Topics in Language Disorders,7(2),45-60。
10.
Kinnunen, R.、Vauras, M.、Niemi, P.(1998)。Comprehension monitoring in beginning readers。Scientific Studies of Reading,2(4),353-375。
11.
Kinnunen, R.、Vauras, M.(1995)。Comprehension monitoring and the level of comprehension in high- and low-achieving primary school children's reading。Learning and Instruction,5(2),143-165。
12.
Glenberg, A. M.、Wilkinson, A. C.、Epstein, W.(1982)。The illusion of knowing: Failure in the self-assessment of comprehension。Memory and Cognition,10(6),597-602。
13.
Oakhill, J.、Hartt, J.、Samols, D.、Read, W.(2005)。Levels of comprehension monitoring and working memory in good and poor comprehenders。Reading and Writing,18(7-9),657-686。
14.
Zabrucky, K.、Ratner, H. H.(1986)。Children's comprehension monitoring and recall of inconsistent stories。Child Development,57(6),1401-1418。
15.
Zabrucky, K.、Moore, D. W.(1989)。Children's ability to use three standards to evaluate their comprehension of text。Reading Research Quarterly,24(3),336-352。
16.
Markman, Ellen M.(1979)。Realizing That You Don't Understand: Elementary School Children's Awareness of Inconsistencies。Child Development,50(3),643-655。
17.
Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist,34(10),906-911。
18.
Miller, G. E.(1985)。The effects of general and specific self-instruction training on children's comprehension monitoring performance during reading。Reading Research Quarterly,20(5),616-628。
圖書
1.
林寶貴、錡寶香(1999)。中文閱讀理解測驗。教育部特殊教育工作小組。
延伸查詢
2.
Pressley, M.、Afflerbach, P.(1995)。Verbal protocols of reading: The nature of constructively responsive reading。Lawrence Erlbaum Associates。
圖書論文
1.
Baker, L.(2002)。Metacognition in comprehension instruction。Comprehension instruction: Research-based best practices。New York, NY:Guilford Press。
2.
Baker, L.、Brown, A. L.(1984)。Metacognitive skills and reading。Handbook of Reading Research。New York, NY:Longman。
3.
Garner, R.(1992)。Metacognition and self-monitoring strategie。What research has to say about reading instruction。Newark, DE:International Reading Association。
4.
Kinnunen, R.、Vauras, M.(2010)。Tracking on-line metacognition: Monitoring and regulating comprehension in reading。Trends and prospects in metacognition research。New York:Springer。
5.
Graesser, A. C.、Leon, J. A.、Otero, J.(2003)。Introduction to the psychology of science text comprehension。The psychology of science text comprehension。Mahwah, NJ:Lawrence Erlbaum Associates。
6.
Baker, L.(1985)。How do we know when we don't understand? Standards for evaluating text comprehension。Metacognition, cognition, and human performance。Orlando, FL:Academic Press。
7.
Brown, A. L.(1978)。Knowing when, where, and how to remember: A problem of metacognition。Advances in instructional psychology。Lawrence Erlbaum Associates。
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