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題名：摘要策略教學對提升國小五年級學童摘要能力與閱讀理解的成效
書刊名：教育科學研究期刊
作者：陸怡琮 引用關係
作者(外文)：Lu, I-chung
出版日期：2011
卷期：56:3
頁次：頁91-118
主題關鍵詞：國小學童；摘要能力；摘要策略教學；閱讀理解；Elementary school children；Summary skills；Summarization strategy instruction；Reading comprehension
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(25) 博士論文(3) 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:176
  • 點閱點閱:144
摘要： 本研究主要目的在設計適用於國小高年級國語科的摘要策略教學模式，並檢視此模式對提升學生摘要能力和閱讀理解之效果。研究設計採控制組前後測的準實驗設計，以屏東縣2所國小各兩班五年級學生為對象，隨機分配每校中的一班為實驗組，接受融入國語科的摘要策略教學，另一班為控制組，進行國語評量卷的習寫與回饋。教學前、後及教學結束後1個月，進行摘要能力和閱讀理解的測量，實驗組學生在教學結束後填答回饋問卷。結果顯示，摘要策略教學對提升摘要能力有立即與維持的效果，且在追蹤後測階段對低能力學生摘要表現的促進效果大於對高能力學生，但對促進閱讀理解則無顯著效果，學生對摘要策略與教學都有非常正向的態度。
Abstract： This study designed a summarization strategy instruction for elementary students and examined its effects on the summary skills and reading comprehension of fifth graders. Four fifth-grade classes from two elementary schools in Pingtung County participated in the study. Using a quasi-experimental pretest-posttest control group design, one class in each school was assigned to the experimental group, which received the summarization strategy instruction, while the other class in each school served as the control group, which took practice tests on language arts and received feedback from the teacher. Before, immediately after, and four weeks following the experiment, both groups were tested on summary skills and reading comprehension. The experimental group also filled out a questionnaire after the experiment on their perceptions of the instruction. The results indicated that the experimental group scored significantly higher than the control group did in summary skills in both the posttest and delayed posttest and interaction effect was found between instruction and reading ability in the delayed posttest. The two instruction groups did not differ in reading comprehension after the experiment. Students in the experimental group were positive toward the strategy and the instruction.
期刊論文
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16.Head, M. H.、Readence, J. E.、Buss, R. R.(1989)。An examination of summary writing as a measure of reading comprehension。Reading Research and Instruction，28(4)，1-11。  new window
17.Weisberg, R.、Balajthy, E.(1990)。Development of disabled readers' metacomprehension ability through summarization training using expository text: Results of three studies。Journal of Reading, Writing, and Learning Disabilities International，6(2)，117-136。  new window
18.Pichert, J. W.、Anderson, R. C.(1977)。Taking different perspectives on a story。Journal of Educational Psychology，69(4)，309-315。  new window
19.Brown, A. L.、Day, J. D.(1983)。Macrorules for summarizing texts: The development of expertise。Journal of Verbal Learning and Verbal Behavior，22(1)，1-14。  new window
20.Brown, A. L.、Day, J. D.、Jones, R. S.(1983)。The development of plans for summarizing text。Child Development，54(4)，968-979。  new window
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26.Brown, A. L.、Smiley, S.(1977)。Rating the importance of structural units of prose passages: A problem of metacognitive development。Child Development，48(1)，1-8。  new window
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31.Jitendra, A. K.、Cole, C. L.、Hoppes, M. K.、Wilson, B.(1998)。Effects of a direct instruction main idea summarization program and self-monitoring on reading comprehension of middle school students with learning disabilities。Reading and Writing Quarterly，14(4)，379-396。  new window
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33.Reese, H. W.(1962)。Verbal mediation as a function of age level。Psychological Bulletin，59(6)，502-509。  new window
34.Taylor, B. M.(1980)。Children's memory for expository text after reading。Reading Research Quaderly，15(3)，399-411。  new window
35.Flavell, J.(1970)。Developmental studies of mediated memory。Advances in child development and behaviour，5，217-247。  new window
會議論文
1.方金雅、鍾易達、邱上真(1998)。國小學童閱讀摘要能力評定規範之發展。「國小教學評量的反量與前瞻」研討會，國立臺南大學教育學院 。台南：台南師院測驗發展中心。123-137。  延伸查詢new window
2.陳添球、廖慧卿(2009)。台灣三種版本國小三年級語文教科書課文篇章結構的批判與重建。香港。  延伸查詢new window
研究報告
1.荊溪昱(1994)。中文國文教材的適讀性(Readability)研究 (計畫編號：NSC82-030H017-009)。高雄市：國立高雄師範大學。  延伸查詢new window
學位論文
1.黃瓊儀(2003)。不同閱讀理解策略教學對國小閱讀理解障礙學生教學成效之研究(碩士論文)。國立台北師範學院。  延伸查詢new window
2.陳文安(2006)。國小學生摘要策略之教學研究--以六年級為例(碩士論文)。國立屏東教育大學。  延伸查詢new window
3.胡永崇(1995)。後設認知教學策略對國小閱讀障礙兒童閱讀理解成效之研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
4.王瑞芸(1996)。國小六年級國語科習作引導與學習之評估研究：以花蓮縣為例(碩士論文)。國立花蓮師範學院。  延伸查詢new window
5.官美媛(1999)。國小學生摘取文章大意策略之教學研究--以五年級說明文為例(碩士論文)。國立東華大學。  延伸查詢new window
6.張莉珍(2003)。故事構圖策略與摘要策略對增進國小六年級低閱讀能力學生閱讀理解之比較研究(碩士論文)。中原大學，桃園縣。  延伸查詢new window
7.黃玉佳(2003)。概念構圖與摘要策略對不同性別學生學習成效之影響(碩士論文)。國立成功大學。  延伸查詢new window
8.魏靜雯(2004)。心智繪圖與摘要教學對國小五年級學生閱讀理解與摘要能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
9.曾陳密桃(1990)。國民中小學生的後設認知及其與閱讀理解之相關研究(博士論文)。國立政治大學。new window  延伸查詢new window
10.黃蔓婷(2007)。自我解釋學習策略運用於國小四年級學童摘取大意之行動研究。國立臺南大學，臺南市。  延伸查詢new window
11.陳惠瑜(2008)。圖形組體運用於國小三年級低成就學生國語大意摘取教學之行動研究。國立臺北教育大學，臺北市。  延伸查詢new window
圖書
1.Siegler, R. S.、Alibali, M. W.(2005)。Children's thinking。Upper Saddle River, N.J.：Prentice Hall。  new window
2.洪碧霞、邱上真、葉千綺、林素微、張漢評、方金雅、王惠川、翁麗雅、黃美秀、葉峰男(1999)。國民中小學國語文成就測驗。臺北市：國立臺南師範學院測驗發展中心：教育部特殊教育工作小組。  延伸查詢new window
3.陳美芳(1999)。聽覺記憶測驗。臺北市：行政院國家科學委員會特殊教育工作小組：教育部。  延伸查詢new window
4.Van Dijk, T. A.(1980)。Macrostructures: An interdisciplinary study of global structures in discourse, interaction, and cognition。Lawrence Erlbaum Associates。  new window
5.黃秀霜(2001)。中文年級認字量表 : 指導手冊。臺北市：心理出版社。  延伸查詢new window
6.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
7.Kintsch, Walter(1998)。Comprehension: A paradigm for cognition。Cambridge University Press。  new window
8.Chall, J. S.(1983)。Stages of reading development。McGraw-Hill。  new window
9.陸莉、劉鴻香(1994)。修訂畢保德圖畫詞彙測驗。心理出版社。  延伸查詢new window
10.Afflerbach, R.、Cho, B.(2009)。Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading。Handbook of research on reading comprehension。New York。  new window
其他
1.高雄師範大學工業科技教育學系(2009)。中文文章適讀性線上分析系統，http://140.127.45.25/readingability/Analyze， 2009/04/05。  延伸查詢new window
2.行政院國家科學委員會，教育部，國立中央大學(2008)。PIRLS 2006國際報告，http://lrn.ncu.edu.tw/pirls/PIRLS%202006%20Report.html， 20081109。  延伸查詢new window
3.Kamil, M. L.，Borman, G. D.，Dole, J.，Kral, C. C.，Salinger, T.，Torgesen, J.(2008)。Improving adolescent literacy: Effective classroom and intervention practice (NCEE #2008-4027)，Washington, DC。，http://ies.ed.gov/ncee/wwc， 20081025。  new window
圖書論文
1.Weinstein, Claire E.、Mayer, Richard E.(1986)。The Teaching of Learning Strategies。Handbook of research on teaching。New York：Macmillan Press。  new window
2.Duke, N. K.、Pearson, P. D.(2002)。Effective practice for developing reading comprehension。What research has to say about reading instruction。Newark, DE：International Reading Association。  new window
3.Johnson, N.(1983)。What do you do if you can't tell the whole story? The development of summarization skills。Children's language。Hillsdale, NJ：Erlbaum。  new window
 
 
 
 
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