:::

詳目顯示

回上一頁
題名:課文本位閱讀策略教學對國小學童閱讀表現與策略使用覺知情形之影響
書刊名:教育心理學報
作者:陳明蕾
作者(外文):Chen, Minglei
出版日期:2018
卷期:49:4
頁次:頁581-609
主題關鍵詞:閱讀策略閱讀理解課文本位閱讀策略教學Reading comprehensionReading strategyText-based approach to reading instruction
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(7) 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:6
  • 共同引用共同引用:62
  • 點閱點閱:13
以教科書做為閱讀教學的主要材料,是提升教師進行閱讀策略教學的有效路徑(Pearson, 2009)。本研究採用課文本位閱讀教學模式,以原有國語課程教學時間,檢視此一教學模式對國小學童閱讀表現、閱讀理解策略覺知情形與情意之影響。本研究以嘉義市2所國小共439位學生為研究對象,採2(實驗組與對照組)×3(三、四、五年級)不等組前後測設計進行兩學期的準實驗教學。結果顯示,本教學模式確能提昇四、五年級學生閱讀測驗表現,但對三年級學生的閱讀測驗表現無顯著效果。在閱讀策略使用覺知的自評表現,發現五年級實驗組學生在摘要、上下文脈絡、理解監控、與自我提問四個構面後測的自評分數高於對照組學生,其餘後測的組別效果則皆無顯著差異。在情意部份,發現三年級實驗組學生在閱讀自信心、學習方法後測的自評分數高於對照組學生,五年級實驗組學生學習方法後測的自評分數低於對照組,其餘後測的組別效果則皆無顯著差異。
The current study designed a multiple reading strategies program for elementary students and examined its effect on the reading comprehension, the awareness of using reading strategie, and attitude. A 2 (treatment: experimental group and control group)x3(grades: 3rd: 4th: 5th) quasi-experimental pretest-posttest design was adopted. 439 participants were recruited from 16 classes. The results indicated that (a) 4th and 5th experimental graders' reading comprehension score higher than control group, but there was no difference for 3rd graders; (b) for the awareness of using reading strategies, 5th experimental graders' scores higher than control group on the summary, context, comprehension monitoring, and self-questioning, and no group effects were found for other posttest contrasts; (c) for the attitude, 3rd experimental graders' scores higher than control group on the reading confidence, learning method, and no group effects were found for other posttest contrasts.
期刊論文
1.沈欣怡、蘇宜芬(20111100)。推論性問題引導課程對國小四年級學童推論理解與閱讀理解能力之影響。教育心理學報,43,337-356。new window  延伸查詢new window
2.Chall, J. S.、Jacobs, V. A.(2003)。The classic study on poor children's fourth-grade slump。American Educator,27(1),14-17。  new window
3.Liang, L. A.、Dole, J. A.(2006)。Help with teaching reading comprehension: Comprehension instructional frameworks。The Reading Teacher,59(8),742-753。  new window
4.Ness, Molly(2011)。Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies。Journal of Research in Childhood Education,25(1),98-117。  new window
5.柯華葳(20111000)。語文課與閱讀能力的培養。教育研究月刊,210,5-14。new window  延伸查詢new window
6.黃友亭、辜玉旻(20130400)。結合自我解釋的閱讀策略教學對國小學童閱讀理解之影響。課程與教學,16(2),135-159。new window  延伸查詢new window
7.吳裕聖、曾玉村(20110900)。鷹架式概念構圖教學策略對學童生物文章的閱讀表徵與情意之影響。教育心理學報,43(1),1-23。new window  延伸查詢new window
8.Cain, K.、Lemmon, K.、Oakhill, J.(2004)。Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity。Journal of Educational Psychology,96(4),671-681。  new window
9.Guthrie, J. T.、Wigfield, A.、Von Secker, C.(2000)。Effects of integrated instruction on motivation and strategy use in reading。Journal of Educational Psychology,92(2),331-341。  new window
10.Cross, D. R.、Paris, S. G.(1988)。Developmental and instructional analysis of children's metacognition and reading comprehension。Journal of Education Psychology,80(2),131-142。  new window
11.Jegede, Olugbemiro J.、Alaiyemola, Folusho F.、Okebukola, Peter A. O.(1990)。The effect of concept mapping on students' anxiety and achievement in biology。Journal of Research in Science Teaching,27(10),951-960。  new window
12.Block, C. C.、Parris, S. R.、Reed, K. L.、Whiteley, C. S.、Cleveland, M. D.(2009)。Instructional approaches that significantly increase reading comprehension。Journal of Educational Psychology,101(2),262-281。  new window
13.Paris, S. G.、Lipson, M. Y.、Wixson, K. K.(1983)。Becoming a strategic reader。Contemporary Educational Psychology,8(3),293-316。  new window
14.Kendeou, P.、Bohn-Gettler, C.、White, M. J.、van den Broek, P.(2008)。Children's inference generation across different media。Journal of Research in Reading,31(3),259-272。  new window
15.陸怡琮(20110900)。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。教育科學研究期刊,56(3),91-118。new window  延伸查詢new window
16.Afflerbach, P.、Pearson, P. D.、Paris, S. G.(2008)。Clarifying Differences Between Reading Skills and Reading Strategies。The Reading Teacher,61(5),364-373。  new window
17.Brown, Rachel、Pressley, Michael、Van Meter, Peggy、Schuder, Ted(1996)。A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers。Journal of educational psychology,88(1),18-37。  new window
18.Cantrell, S. C.、Almasi, J. F.、Carter, J. C.、Rintamaa, M.、Madden, A.(2010)。The impact of a strategy-based intervention on the comprehension and strategy use of struggling adolescent readers。Journal of Educational Psychology,102(2),257-280。  new window
19.Andreassen, R.、Braten, I.(2011)。Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms。Learning & Instruction,21,520-537。  new window
20.Bates, D.、Maechler, M.、Bolker, B.、Walker, S.(2014)。lme4: Linear mixed-effects models using Eigen and S4。Journal of statistical software,67(1),1-48。  new window
21.Dole, J. A.、Brown, K. J.、Trathen, W.(1996)。The effects of strategy instruction on the comprehension of at-risk students。Reading Research Quarterly,31,62-88。  new window
22.Durkin, D.(1978)。What classroom observation reveals about reading comprehension instruction。Reading Research Quarterly,14,481-533。  new window
23.Karpicke, J. D.(2009)。Metacognitive control and strategy selection: deciding to practice retrieval during learning。Journal of Experimental Psychology: General,138(4),469-486。  new window
24.Phelps, G.(2009)。Just knowing how to read isn't enough! Assessing knowledge for teaching reading。Educational Assessment, Evaluation and Accountability,21(2),137-154。  new window
25.Pressley, M.、Wharton-McDonal, R.、Hampston, J. M.、Echevarria, M.(1998)。The nature of literacy instruction in ten grade 4 and -5 classrooms in upstate New York。Scientific Studies of Reading,2,150-191。  new window
26.Suggate, S. P.(2010)。Why what we teach depends on when: grade and reading intervention modality moderate effect size。Developmental Psychology,46(6),1556-1579。  new window
27.Oakhill, Jane、Hartt, Joanne、Samols, Deborah(2005)。Levels of comprehension monitoring and working memory in good and poor comprehenders。Reading and Writing: An Interdisciplinary Journal,18(7-9),657-686。  new window
28.Mokhtari, Kouider、Reichard, Carla A.(2002)。Assessing students' metacognitive awareness of reading strategies。Journal of Educational Psychology,94(2),249-259。  new window
29.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
30.Gough, P. B.、Hoover, W. A.(1990)。The Simple View of Reading。Reading and Writing: An Interdisciplinary Journal,2(2),127-160。  new window
學位論文
1.Atkins, J. G.(2013)。The effect of explicit teaching of comprehension strategies on reading comprehension in elementary school(博士論文)。  new window
圖書
1.柯華葳、詹益綾(2006)。國民小學(二至六年級)閱讀理解篩選測驗。教育部特殊教育小組。  延伸查詢new window
2.Block, C. C.、Pressley, M.(2002)。Comprehension instruction: Research-based best practices。New York:Guilford。  new window
3.Harald, Baayen R.(2008)。Analyzing Linguistic Data: A Practical Introduction to Statistics Using R。Cambridge University Press。  new window
4.Chall, J. S.(1996)。Stages of reading development。Harcourt Brace and Company。  new window
5.蘇宜芬、洪儷瑜、陳柏熹、陳心怡(2015)。閱讀理解成長測驗。臺北:中國行為科學社。  延伸查詢new window
6.黃秀霜(2001)。中文年級認字量表。心理出版社。  延伸查詢new window
7.洪儷瑜、陳心怡、陳柏熹、陳秀芬(2014)。詞彙成長測驗。臺北:中國行為科學社。  延伸查詢new window
8.National Reading Panel(2000)。Teaching children to read: An evidence-based assessment of the scientific research lietrature on reading and its implication for reading instruction: Reports of the subgroups。Washington, DC:National Institute of Child Health and Development。  new window
單篇論文
1.Hung, L. Y.,Chen, H. F.(2017)。Three-year longitudinal study of Reading Comprehension in one primary school,Hong Kong。  new window
2.Ko, H. W.,Yu, T. Y.(2017)。Promoting textbook base reading comprehension strategy instruction in Taiwan,Hong Kong。  new window
3.Lu, I. C.,Yeh, Y. W.,Huang, B. C.,Guo, Y. C.(2017)。A School-University Collaboration for the Implementation of The Textbook-based Approach to Reading Instruction (TBRI),Hong Kong。  new window
其他
1.Kuznetsova, Alexandra,Brockhoff, Per Bruun,Christensen, Rune Haubo Bojesen(2014)。lmerTest: tests in linear mixed effects models (R package version 2.0-20),http://CRAN.R-project.org/package=lmerTest。  new window
2.柯華葳,詹益綾,丘嘉慧(2013)。PIRLS 2011報告--臺灣四年級學生閱讀素養,https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtdWx0aWxpdGVyYWNpZXNyZWZlcmVuY2UyfGd4OjU0MzZmZTk1MmU0MTkzYzk, 。  延伸查詢new window
3.教育部(2003)。國民中小學九年一貫課程綱要語文學習領域(國語文),http://teach.eje.edu.tw/9CC2/9cc_97.php。  延伸查詢new window
4.Hohenstein, S.,Kliegl, R.(2013)。Remove random factors variance and fixed effects from the dependent variable of an LMM analysis. R function version 0.6.10,http://githab.com/hohevsteil/remef/。  new window
圖書論文
1.van den Broek, Paulus Willem、Kremer, Kathleen E.(2000)。The mind in action: What it means to comprehend during reading。Reading for meaning: Fostering comprehension in the middle grades。International Reading Association。  new window
2.Pearson. P. D.(2009)。The roots of reading comprehension instruction。Handbook of research on reading comprehension。Routledge。  new window
3.McNamara, D. S.、Ozuru, Y.、Best, R.、O'Reilly, T.(2007)。The 4-Pronged Comprehension Strategy Framework。Reading comprehension strategies: Theories, interventions, and technologies。Erlbaum。  new window
4.Oakhill, J. V.、Cain, K.(2007)。Issues of causality in children's reading comprehension。Reading Comprehension Strategies: Theory, interventions and technologies。Erlbaum。  new window
5.Afflerbach, P.、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, NY:Routledge。  new window
6.Almasi, J. F.、Palmer, B. M.、Madden, A.、Hart, S.(2011)。Interventions to enhance narrative comprehension。Handbook of Reading Disability Research。New York, NY:Routledge。  new window
7.Block, C. C.、Lacina, J.(2009)。Comprehension instruction in kindergarten through grade three。Handbook of research on reading comprehension。New York:Routledge。  new window
8.Eagleton, M. B.、Dobler, E.(2007)。Becoming literater。Reading the web: Strategies for internet inquiry。New York, NY:Grilford。  new window
9.Heister, J.、Würzner, K.、Kliegl, R.(2012)。Analysing large datasets of eye movements during reading。Visual word recognition, volume 2: Meaning and context, individuals and development。Hove, UK:Psychology。  new window
10.Meyer, B. J. F.、Ray, M. N.、Middelmiss, W.(2012)。Children's use of comparative text signals: The relationship between age and comprehension ability。Discours。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE