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題名：教師閱讀教學行為與學生閱讀態度和閱讀能力自我評價對於閱讀成就之跨層次影響：以PIRLS 2006為例
書刊名：教育科學研究期刊
作者：張毓仁／柯華葳 引用關係／邱皓政 引用關係／歐宗霖／溫福星 引用關係
作者(外文)：Cheng, Yu-jen／Ko, Hwa-wei／Chiou, Haw-jeng／Ou, Tsung-lin／Wen, Fur-hsing
出版日期：2011
卷期：56:2
頁次：頁69-105
主題關鍵詞：促進國際閱讀素養研究；階層線性模式；資料庫；跨層次交互作用；閱讀成就；PIRLS；Hierarchical linear modeling；Database；Cross-level interaction；Reading 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(23) 博士論文(10) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:23
  • 共同引用共同引用:94
  • 點閱點閱:135
摘要： 本研究旨在探究教師閱讀教學行為（閱讀教學活動和閱讀策略教學頻率）與學生閱讀態度、閱讀能力自我評價對於學生閱讀成就的影響。研究資料為臺灣地區「促進國際閱讀素養研究」（PIRLS 2006），研究者挑選128名教師和相配對的3,472位學生，以多層次線性模式進行分析。結果顯示，個體層次的學童家庭教育資源、閱讀態度、閱讀能力自我評價對於閱讀成就皆具有顯著的正向影響。其次，總體層次的教師閱讀教學活動頻率和閱讀策略教學頻率對於學童閱讀成就則沒有顯著的脈絡效果。第三，跨層次交互作用可能具有特定性，教師閱讀活動教學頻率可能對於學生閱讀態度產生強化作用。最後，本文提出對於閱讀教育的省思和資料庫分析研究的建議。
Abstract： The purposes of this study is to probe the impacts of the frequencies of Reading Instruction Activities (RIA) and Reading Strategies Teaching (RST) implemented by teachers, as well as students' Home Education Resources (HER), Reading Attitude (RA), and Self-Assessment (SA) regarding their reading proficiency to students' reading achievement. A two-level database of 128 teachers (macro-level) and matched 3,472 fourth-graders (micro-level) was selected from the Taiwan PIRLS 2006 Database. Multilevel linear modeling (MLM) was then applied to analyze the data. The results indicated that in micro-level, HER, RA, and SA can significantly explain students’ reading achievement in a positive way. In the macro-level, neither RIA nor RST showed a significant contextual effect on students’ reading achievement. Additionally, the specific interaction among the cross-level analysis was likely to involve the frequencies of RIA, enhancing the relationship between students’ RA and their reading achievement. Based on the research findings, the researcher also addresses issues pertaining to the limitations of the study and suggestions for future research.
期刊論文
1.宋曜廷、邱佳民、劉欣宜、曾芬蘭、陳柏熹(20090600)。以國中基本學力測驗成績探討班級規模效應。教育科學研究期刊，54(2)，59-83。new window  延伸查詢new window
2.Samuelstuen, Marit S.、Bråten, Ivar(2005)。Decoding, knowledge, and strategies in comprehension of expository text。Scandinavian Journal of Psychology，46(2)，107-117。  new window
3.Barry, A. L.(2002)。Reading strategies teachers say they use。Journal of Adolescent and Adult Literacy，46(2)，132-141。  new window
4.宋曜廷、劉佩雲、簡馨瑩(20030600)。閱讀動機量表的修訂及相關因素研究。測驗學刊，50(1)，47-71。new window  延伸查詢new window
5.李仁豪、余民寧(20081200)。二層次結構方程式模型的應用：以教育心理學為例。師大學報. 教育類，53(3)，95-123。new window  延伸查詢new window
6.劉潔玲(2009)。香港中學生在國際學生評估計畫的閱讀表現對語文課程改革的啟示。教育科學研究期刊，54(2)，85-105。new window  延伸查詢new window
7.Spedding, S.、Chan, L. K. S.(1993)。Metacognition, word identification and reading competence。Contemporary Educational Psychology，18(1)，91-100。  new window
8.Block, C. C.(1993)。Strategy instruction in a literature-based reading program。The Elementary School Journal，94(2)，139-151。  new window
9.Guthrie, J. T.、Schafer, W. D.、Wang, Y. Y.、Afflerbach, P.(1995)。Relationships of instruction to amount of reading: An exploration of social, cognitive and instructional connections。Reading Research Quarterly，30(1)，8-25。  new window
10.McKenna, Michael C.、Kear, Dennis J.、Ellsworth, Randolph A.(1995)。Children's attitudes toward reading: A national survey。Reading Research Quarterly，30(4)，934-956。  new window
11.Dole, Janice A.、Duffy, Gerald G.、Roehler, Laura R.、Pearson, P. David(1991)。Moving from the Old to the New: Research on Reading Comprehension Instruction。Review of Educational Research，61(2)，239-264。  new window
12.蘇宜芬、林清山(19920600)。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響。教育心理學報，25，245-267。new window  延伸查詢new window
13.Mathieu, J. E.、Taylor, S. R.(2007)。A framework for testing meso-mediational relationships in organizational behavior。Journal of Organizational Behavior，28(2)，141-172。  new window
14.Enders, C. K.、Tofighi, D.(20070600)。Centering predictor variables in cross-sectional multilevel models: a new look at an old issue。Psychological Methods，12(2)，121-138。  new window
15.Teachman, Jay D.(1987)。Family Background, Educational Resources, and Educational Attainment。American Sociological Review，52(4)，548-557。  new window
16.陳李綢(19950600)。「學習策略訓練方案」對國中生閱讀理解學習之影響。教育心理學報，28，77-98。new window  延伸查詢new window
17.蕭佳純、董旭英、饒夢霞(20090600)。以結構方程式探討家庭教育資源、學習態度、班級互動在學習成效的作用。教育科學研究期刊，54(2)，135-162。new window  延伸查詢new window
18.Lau, Kit-ling、Chan, David W.(2003)。Reading strategy use and motivation among Chinese good and poor readers in Hong Kong。Journal of Research in Reading，26(2)，177-190。  new window
19.Hofmann, David A.、Gavin, Mark B.(1998)。Centering Decisions in Hierarchical Linear Models: Implications for Research in Organizations。Journal of Management，24(5)，623-641。  new window
20.Hofmann, D. A.(1997)。An overview of the logic and rational of hierarchical linear models。Journal of Management，23(6)，723-744。  new window
21.Guthrie, J. T.、Schafer, W. D.、Huang, C.(2001)。Benefits of opportunity to read and balanced instruction on the NAEP。Journal of Educational Research，94(3)，145-162。  new window
22.Guthrie, J. T.、Van Meter, P.、McCann, A. D.、Wigfield, A.、Bennett, L.、Poundstone, C. et al(1996)。Growth of literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction。Reading Research Quarterly，31(3)，306-332。  new window
23.Lau, K.-L.(2006)。Reading strategy use between Chinese good and poor readers: A think-aloud study。Journal of Research in Reading，29(4)，383-399。  new window
24.Pressley, M.、Gaskins, I. W.、Cunicelli, E. A.、Burdick, N. J.、Schaub-Matt, M.、Lee, D. S. et al(1991)。Strategy instruction at Benchmark school: A faculty interview study。Learning Disability Quarterly，14(1)，19-48。  new window
25.Rutkowski, L.、Gonzalez, E.、Joncas, M.、von Davier, M.(2010)。International large-scale assessment data: Issues in secondary analysis and reporting。Educational Researcher，39(2)，142-151。  new window
26.Smith, M. C.(1990)。A longitudinal investigation of reading attitude development from child to adulthood。The Journal of Educational Research，83(4)，215-219。  new window
會議論文
1.Gettys, C. M.、Fowler, F.(1996)。The relationship of academic and recreational reading attitudes school wide: A beginning study。the annual meeting of the Mid-South Regional Education Association。Tuscaloosa, AL。  new window
2.Rasinski, T. V(1994)。Fast start: A parental involvement reading program for primary grade students。New Orleans, LA。  new window
研究報告
1.柯華葳、詹益綾、張建妤、游婷雅(2008)。PIRLS 2006報告--臺灣四年級學年閱讀素養。桃園縣：國立中央大學學習與教學研究所。  延伸查詢new window
學位論文
1.沈佳蓉(2005)。國小高年級學生課外閱讀態度、家庭文化資源 與閱讀能力之相關研究--以桃園縣為例(碩士論文)。臺北市立師範學院，臺北市。  延伸查詢new window
2.蔡淑玲(2007)。國小學童家庭環境、班級閱讀環境與閱讀態度之相關研究(碩士論文)。國立嘉義大學，嘉義。  延伸查詢new window
3.張怡婷(2003)。個人認知風格、班級閱讀環境與國小高年級學童閱讀行為之相關研究(碩士論文)。國立屏東師範學院。  延伸查詢new window
4.方子華(2004)。國小學生家庭閱讀活動、學校閱讀環境與閱讀動機之相關研究(碩士論文)。國立屏東師範學院。  延伸查詢new window
5.連啟舜(2002)。國內閱讀理解教學研究成效之統合分析研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.陳怡華(2001)。國小學生家庭環境、閱讀動機與國語科學業成就之關係研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
7.陳雅文(2005)。國小高年級學生閱讀理解策略量表編製研究(碩士論文)。臺中師範學院。  延伸查詢new window
8.李婉榕(2003)。朗讀教學對國小六年級學童閱讀理解力的影響。國立臺中師範學院，臺中市。  延伸查詢new window
9.林憲治(2004)。國小學童的家庭環境與閱讀態度對於寫作表現之相關研究。國立嘉義大學，嘉義縣。  延伸查詢new window
10.黃靜芳(2003)。概念取向閱讀教學對閱讀動機、閱讀策略、閱讀理解與概念性知識之影響。國立政治大學，臺北市。  延伸查詢new window
圖書
1.謝錫金、林偉業、林裕康、羅嘉怡(2005)。兒童閱讀能力進展：香港與國際比較。香港：香港大學出版社。  延伸查詢new window
2.Richek, M.、Caldwell, J.、Jennings, J.、Lerner, J.(1996)。Reading problems: Assessment and teaching strategies。Needham Heights, MA：Allyn & Bacon。  new window
3.吳爾芙、柴蘭芬、林志哲、林淑敏(2006)。教育心理學。台灣培生教育。  延伸查詢new window
4.Davis, F.(1995)。Introducing Reading。Lodon：Penguin English。  new window
5.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
6.Rubin, Donald B.(1987)。Multiple Imputation for Nonresponse in Surveys。John Wiley & Sons。  new window
7.Raudenbush, S. W.、Bryk, A. S.、Cheong, Y. F.、Congdon, R. T. Jr.、Du Toit, M.(2004)。HLM 6: Hierarchical Linear and Nonlinear Modeling。Scientific Software International, Inc.。  new window
8.Raudenbush, Stephen W.、Bryk, Anthony S.(2002)。Hierarchical Linear Models: Applications and Data Analysis Methods。Thousand Oaks, CA：Sage Press。  new window
9.Lerner, J. W.(1997)。Learning disabilities。Boston, MA：Houghton Mifflin。  new window
10.Duffy, G. G.、Roehler, L. R.(1993)。Improving classroom reading instruction: A decision-making approach。New York：McGraw-Hill。  new window
11.Mullis, I. V. S.、Martin, M. O.、Kennedy, A. M.、Foy, P.(2007)。PIRLS 2006 international report: IEA's progress in international reading literacy study in primary schools in 40 countries。Chestnut Hill, MA。  new window
12.Wigfield, A.、Guthrie, J. T.(1997)。Reading engagement: Motivation readers through integrate instruction。Newark, DE。  new window
13.Foy, P.、Kennedy, A. M.(2008)。PIRLS 2006 international user guide for international database。Chestnut Hill, MA：TIMSS & PIRLS International Study Center, Boston College Press。  new window
14.Hittleman, D. R.(1988)。Developmental reading, K-8 teaching from a whole-language perspective。Columbus, OH。  new window
15.Joncas, M.(2007)。PIRLS 2006 Sampling weights and participation rates。PIRLS 2006 technical report。Chestnut Hill, MA。  new window
其他
1.International Association for the Evaluation of Educational Achievement(2008)。The PIRLS 2006 international database files，http://pirls.bc.edu/pirls2006/user_， 20090820。  new window
2.Willms, J. D.，Smith, T. M.(2005)。A manual for conducting analyses with data from TIMSS and PIS，http://www.unb.ca/crisp/hlm.htm， 20101013。  new window
圖書論文
1.Baker, L.、Brown, A. L.(1984)。Metacognitive skills and reading。Handbook of Reading Research。New York, NY：Longman。  new window
2.Pressley, M.(2002)。Metacognition and self-regulated comprehension。What research has to say about reading instruction。International Reading Association。  new window
3.Foy, P.、Galia, J.、Li, I.(2007)。Scaling methods and procedures for the PIRLS 2006 reading achievement scales。PIRLS 2006 technical report。Chestnut Hill, MA：Boston College Press。  new window
4.von Davier, M.、Gonzalez, E.、Mislevy, R. J.(2009)。What are plausible values and why are they useful?。IERI monograph series: Issues and methodologies in large scale assessments。Princeton, NJ：IEA-ETS Research Institute Press。  new window
 
 
 
 
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