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題名：國小高、低閱讀能力學童圖文閱讀的理解策略
書刊名：臺北市立教育大學學報. 教育類
作者：張菀真／辜玉旻 引用關係
作者(外文)：Chang, Wan-chen／Ku, Yu-min
出版日期：2011
卷期：42:2
頁次：頁93-121
主題關鍵詞：放聲思考；圖文閱讀；閱讀理解策略；Think aloud；Reading comprehension strategies；Reading illustrated text
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(5) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:135
  • 點閱點閱:69
本研究目的在探究高、低閱讀能力的國小學童在閱讀附有插圖的科學文章時，其閱讀策略的使用差異及插圖運用狀況。研究對象為32 名國小六年級學生，以放聲思考法的口述資料了解學童如何運用閱讀理解策略。結果顯示無論閱讀能力高或低的學生均善於利用與先備知識相關的策略進行理解。當分析放聲思考的內容時，發現高閱讀能力學生的解釋會緊扣文章主題或該段落的概念，較不偏離文章大意；而低閱讀能力學生卻常受限於段落中的文字，僅延伸該字詞的意涵，導致對於文章的理解產生偏移。此外，高閱讀能力者多針對自己不熟悉的概念，進行相關的插圖閱讀，並注意插圖內的細節；而低閱讀能力者較無法尋找適配文字的插圖訊息，且易有圖文對應性不一致的狀況。
The objectives of the study are to （1）explore the process of how elementary school students integrate information from text and illustration, and （2）investigate how reading ability influences their strategy when they read an illustrated text. The participants were 32 sixth graders grouped into high- and low- ability subgroups based on their performance on a reading comprehension test. To explore the strategies adopted by students, they were asked to “think aloud” when they read the illustrated text. The results indicated that both groups of students frequently activated prior knowledge to assist their comprehension. Students in the high-ability group often had prior knowledge related to the main concepts, while students in the low-ability group were more inclined to focus on previously unrelated knowledge or experience. Additionally, when analyzing students’ reading behaviors, the results showed that students in the high-ability group were more likely to inspect the illustration carefully to study the detailed features and they also spent more time reading the corresponding text. Students in the low-ability group tended to detract their attention depending on the colors and layouts of the adjunct illustration.
期刊論文
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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
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4.Barry, A. L.(2002)。Reading strategies teachers say they use。Journal of Adolescent and Adult Literacy，46(2)，132-141。  new window
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7.吳訓生(20010900)。國小低閱讀理解能力學生閱讀理解策略教學效果之研究。特殊教育學報，15，177-215。new window  延伸查詢new window
8.Kucan, L.、Beck, I. L.(1997)。Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction。Review of educational research，67(3)，271-299。  new window
9.柯華葳(19990700)。閱讀理解困難篩選測驗。中國測驗學會測驗年刊，46(2)，1-11。new window  延伸查詢new window
10.Mayer, R. E.、Gallini, J. K.(1990)。When is an illustration worth ten thousand words?。Journal of Educational Psychology，82(4)，715-726。  new window
11.Mangliano, J. P.、Trabasso, T.、Graesser, A. C.(1999)。Strategic processing during comprehension。Journal of Educational Psychology，91(4)，615-629。  new window
12.Pressley, M.、Johnson, C. J.、Symons, S.、McGoldrick, J. A.、Kurita, J. A.(1989)。Strategies that improve children's memory and comprehension of text。The Elementary School Journal，90(1)，3-32。  new window
13.Levie, W. H.、Lentz, R.(1982)。Effects of text illustrations: A review of research。Educational Communication and Technology，30，195-232。  new window
14.林麗娟(19960800)。多媒體電腦圖像設計與視覺記憶的關係。教學科技與媒體，28，3-12。new window  延伸查詢new window
15.Paris, S. G.、Lipson, M. Y.、Wixson, K. K.(1983)。Becoming a strategic reader。Contemporary Educational Psychology，8(3)，293-316。  new window
16.吳訓生(20020800)。國小高、低閱讀理解能力學生閱讀理解策略之比較研究。特殊教育學報，16，65-104。new window  延伸查詢new window
17.Hannus, Matti、Hyönä, Jukka(1999)。Utilization of illustrations during learning of science textbook passages among low-and high-ability children。Contemporary Educational Psychology，24(2)，95-123。  new window
18.Kintsch, Walter(1988)。The role of knowledge in discourse comprehension: A construction-integration model。Psychological Review，95(2)，163-182。  new window
19.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
20.Carney, R. N.、Levin, J. R.(2002)。Pictorial illustrations still improve students' learning from text。Educational Psychology Review，14(1)，5-26。  new window
21.Schnotz, W.(2002)。Towards an integrated view of learning from text and visual displays。Educational Psychology Review，14(1)，101-120。  new window
22.涂金堂(1999)。國小學生數學解題歷程之分析研究。初等教育學刊，7，295-332。new window  延伸查詢new window
23.Berends, I. E.、van Lieshout, E. C. D. M.(2009)。The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load。Learning and Instruction，19(4)，345-353。  new window
24.Carney, R. N.、Levin, J. R.(2003)。Promoting higher-order learning benefits by building lower-order mnemonic connections。Applied Cognitive Psychology，17(5)，563-575。  new window
25.Kintsch, W.(2005)。An overview of top-down and bottom-up effects in comprehension: The CI perspective。Discourse Processes，39(2/3)，125-128。  new window
26.Lau, K. L.(2006)。Reading strategy use between Chinese good and poor readers。A think-aloud study，29(4)，383-399。  new window
27.Law, Y. K.(2008)。Chinese children's constructive activity and text comprehension。Journal of Research in Reading，31(4)，379-403。  new window
28.Levie, W. H.(1987)。Research on pictures。A guide to the literature，1-50。  new window
29.McTigue, E. M.(2009)。Does multimedia learning theory extend to middle-school students。Contemporary Educational Psychology，34(2)，143-153。  new window
30.Reid, D.(1990)。The role of pictures in learning biology: Part 2, picture-text processing。Journal of Biological Education，24(4)，251-258。  new window
31.Rummel, N.、Levin, J. R.、Woodward, M. A.(2003)。Do pictorial mnemonic text-learning aids give students something worth writing about。Journal of Educational Psychology，95(2)，327-334。  new window
32.Sanchez, C. A.、Wiley, J.(2006)。An examination of the seductive details effect in terms of working memory capacity。Memory and Cognition，34(2)，344-355。  new window
33.Schellings, G.、Aarnoutse, C.、van Leeuwe, J.(2006)。Third-grader's think-aloud protocols。Types of reading activities in reading an expository text，16(6)，549-568。  new window
34.Schnotz, W.、Bannert, M.、Seufert, T.(2002)。Towards an integrative view of text and picture comprehension。Visualization effects on the construction of mental models，16，385-416。  new window
35.Vekiri, I.(2002)。What is the value of graphical displays in learning?。Educational Psychology Review，14(3)，261-312。  new window
研究報告
1.Squire, J. R.(1964)。The responses of adolescents while reading four short stories。Champaign, IL。  new window
學位論文
1.邱月玲(2002)。不同的科學圖文配置對學生閱讀學習的影響－以「月相概念」為例(碩士論文)。臺中師範學院。  延伸查詢new window
2.黃雅彬(2004)。學生對國中自然科教科書不同知識表徵理解之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
3.林燕玉(2006)。國小低年級國語教科書插圖之研究--以翰林版為例(碩士論文)。國立臺中教育大學。  延伸查詢new window
4.陳黎枚(2003)。國小自然科學教科書圖解設計類型之研究(碩士論文)。雲林科技大學，雲林縣。  延伸查詢new window
5.藍嘉淑(2000)。圖片在國中生物科教學的角色及其對學生圖片理解之影響(碩士論文)。國立高雄師範大學。  延伸查詢new window
6.楊芷芳(1994)。國小不同後設認知能力兒童的閱讀理解能力與閱讀理解策略之研究(碩士論文)。國立台中師範學院，臺中。  延伸查詢new window
7.李美滿(2001)。探討高二學生對生物課本圖片詮釋之相關因素。國立臺灣師範大學，臺北市。  延伸查詢new window
8.謝添裕(2002)。國小學童對不同形式以及不同圖文配置之科學文章其閱讀理解與閱讀觀點之研究。國立臺中師範學院，臺中市。  延伸查詢new window
圖書
1.Van Someren, M. W. V.、Barnard, Y. F.、Sandberg, J.(1994)。The Think Aloud Method: A Practical Guide to Modeling Cognitive Processes。London：Academic Press。  new window
2.Paivio, A.、Sadoski, M.(2001)。Imagery and text: A dual coding theory of reading and writing。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
3.Mayer, Richard E.(2001)。Multimedia learning。Cambridge University Press。  new window
4.Graesser, A. C.、León, J. A.、Otero, J. C.(2002)。Introduction to the psychology of science text comprehension。The psychology of science text comprehension \\ J. Otero ; J. A. León ; A. C. Graesser (Eds.)。Mahwah, NJ。  new window
5.Mayer, R. E.(2002)。Using illustrations to promote constructivist learning from science text。The psychology of science text comprehension \\ J. Otero ; J. A. León ; A. C. Graesser (Eds.)。Mahwah, NJ。  new window
6.van Oostendorp, H.、Zwaan, R. A.(1994)。Introduction: Naturalistic texts and tasks。Naturalistic text comprehension。Norwood, NJ。  new window
圖書論文
1.Levin, J. R.、Mayer, R. E.(1993)。Understanding illustrations in text。Learning from textbooks \\ B. K. Britton ; A. Woodward ; M. Brinkley (Eds.)。Hillsdale, NJ：Erlbaum。  new window
2.Levin, J. R.、Anglin, G. L.、Carney, R. N.(1987)。On empirically validating functions of pictures in prose。The Psychology of Illustration。New York：Springer。  new window
3.Duke, N. K.、Pearson, P. D.(2002)。Effective Practices for Developing Reading Comprehension。What research has to say about reading instruction。International Reading Association。  new window
4.Pressley, M.(2002)。Metacognition and self-regulated comprehension。What research has to say about reading instruction。International Reading Association。  new window
 
 
 
 
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