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題名：多元閱讀策略教學對摘要與閱讀理解能力效果之研究
書刊名：師資培育與教師專業發展期刊
作者：劉佩雲 引用關係
作者(外文)：Liu, Pei-yun
出版日期：2019
卷期：12:3
頁次：頁1-27
主題關鍵詞：摘要；閱讀理解；閱讀策略教學；Summarizing ability；Reading comprehension；Reading strategy instruction
原始連結：連回原系統網址new window
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閱讀理解是從文本中擷取重要訊息，進而理解、詮釋並應用的能力，也是素養學習的基礎。本研究整合預測、提問、摘要與文章結構等多元閱讀策略，期以結構化的階段性教學融入國語文領域，進行課文本位的多元閱讀策略教學，循序培養學生的摘要及閱讀理解能力。研究採準實驗研究法不等組前後測設計，以東部地區一個國小常態分班的兩班五年級學生為對象，進行一學期18週的教學實驗。研究以教學實驗處理為自變項，以摘要測驗及閱讀理解的後測為依變項，以摘要測驗及閱讀理解的前測為共變項，進行單因子共變數分析。結果發現實驗組摘要測驗及閱讀理解表現上，均優於對照組，顯示多元閱讀策略教學能有效提升學生的摘要與閱讀理解能力。
Reading comprehension is the capability of retrieving important data from text and further understanding, interpreting, and applying such data. Reading competence is fundamental to the learning of all academic subjects in school. The multiple reading strategy instructions this research adopts integrate the forms of predicting, questioning, summarizing, and text structure. This study employs the quasi-experimental non-equivalent pre-test/post-test design with the aim at practically building students' summarizing and reading comprehension abilities via structured and procedural multiple reading instructions of a Chinese textbook. The subjects of this study comprise two normally grouped 5th grade classes in eastern Taiwan. The independent variable is the experimental instruction treatment, the dependent variables are summarizing post-test and reading comprehension, and the co-variables are summarizing pre-test and reading comprehension pre-test. The data are processed by one-way ANCOVA. The findings indicate that the experiment group performs better than the control group in both the summarizing test and reading comprehension test. This result demonstrates that multiple reading strategy instructions effectively enhance both reading summarizing and comprehension abilities.
期刊論文
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6.謝進昌(20150600)。有效的中文閱讀理解策略：國內實徵研究之最佳證據整合。教育科學研究期刊，60(2)，33-77。new window  延伸查詢new window
7.Palincsar, A. S.、Brown, A. L.、Martin, S. M.(1987)。Peer interaction in reading comprehension instruction。Educational Psychologist，22，231-235。  new window
8.陸怡琮(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
9.Williams, J. P.、Hall, K. M.、Lauer, K. D.、Stafford, K. B.、DeSisto, L. A.、deCani, J. S.(2005)。Expository text comprehension in the primary grade classroom。Journal of Educational Psychology，97(4)，538-550。  new window
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12.曾玉村、連啟舜(20160900)。讀懂最重要：提升素養促進學習的教育精髓。教育研究月刊，269，32-44。new window  延伸查詢new window
13.簡馨瑩(20081200)。讓閱讀策略教學發生在你的教室裡--以預測策略為例。新竹縣教育研究集刊，8，21-36。  延伸查詢new window
14.Williams, J. P.(2005)。Instruction in reading comprehension for primary-grade students: A focus on text structure。The Journal of Special Education，39(1)，6-18。  new window
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16.Kintsch, Walter(1988)。The role of knowledge in discourse comprehension: A construction-integration model。Psychological Review，95(2)，163-182。  new window
17.連啓舜(20160300)。閱讀中的減法：摘要能力的發展與其相關因素研究。人文與社會科學簡訊，17(2)，25-31。  延伸查詢new window
18.薛夙芬、連啟舜(20150400)。合作式摘要教學對六年級學生摘要能力之影響研究。教育研究學報，49(1)，55-77。new window  延伸查詢new window
19.Alvermann, D. E.、Boothby, P. R.(1982)。Text differences: Children's perceptions at the transition stage in reading。The Reading Teacher，36(3)，298-302。  new window
20.McAllum, R.(2014)。Reciprocal teaching: Criticalreflect ion on practice。Kairaranga，15(1)，26-35。  new window
21.Ortlieb, E.(2013)。Using anticipatory reading guides to improve elementary students' comprehension。International Journal of Instruction，6(2)，145-162。  new window
22.Richard-Tutor, C.、Baker, D. L.、Gersten, R.、Baker, S. C.、Smith, J. M.(2016)。The effectiveness of reading intervention for English learners: A research synthesis。Exceptional Children，82(2)，144-169。  new window
23.Williams, J. P.、Kao, C. J.、Pao, L. S.、Ordynans, J. G.、Atkins, J. G.、Cheng, R.、DeBonis, D.(2016)。Close analysis of texts with structure (CATS): Aninter vent ion to teach reading comprehension to at-risk second grands。Journal of Educational Psychology，108(8)，1061-1077。  new window
24.宋曜廷、陳茹玲、李宜憲、查日龢、曾厚強、林維駿、張道行、張國恩(20130300)。中文文本可讀性探討：指標選取、模型建立與效度驗證。中華心理學刊，55(1)，75-106。new window  延伸查詢new window
25.林俊賢(20041200)。小學國語文摘寫大意的教學過程分析--以議論文為例。臺東大學教育學報，15(2)，123-161。new window  延伸查詢new window
26.Akhondi, M.、Malayeri, F. A.、Samad, A. A.(2011)。How to Teach Expository Text Structure to Facilitate Reading Comprehension。The Reading Teacher，64(5)，368-372。  new window
27.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
28.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
29.Garner, R.(1982)。Efficient text summarization: Costs and benefits。Journal of Educational Research，75(5)，275-279。  new window
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33.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
研究報告
1.邱上真、洪碧霞(1999)。中文閱讀成分與歷程模式之建立及其在實務上的應用：評量與診斷、課程與教材、學習與教學--國語基本能力檢定診斷與協助系統之發展 (計畫編號：NSC88-2614-H-017-004-F18)。中華民國行政院國家科學委員會。  延伸查詢new window
2.張新仁(2010)。臺灣跨年級學生閱讀摘要能力之研究 (計畫編號：NSC 99-2410-H-017-010)。  延伸查詢new window
學位論文
1.吳佩蓁(2012)。融入鷹架式提問之摘要策略教學對國小四年級閱讀理解及摘要能力的影響(碩士論文)。國立中正大學。  延伸查詢new window
2.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
3.吳佩勳(2015)。國內閱讀交互教學研究成效之統合分析研究(碩士論文)。國立中正大學。  延伸查詢new window
4.陳幸玉(2016)。社會科文章結構辨識教學對國小五年級學童文章結構辨識能力及閱讀理解的影響(碩士論文)。國立新竹教育大學。  延伸查詢new window
圖書
1.Mayer, R. E.、Maley, D. A.(1987)。Educational Psychology: a Cognitive Approach。HarperCollins Publishers。  new window
2.Pressley, M.、McCormick, C. B.(1995)。Advanced educational psychology: For educators, researchers, and policymakers。New York：Harper Collins College Publishers。  new window
3.Almasi, J. F.(2003)。Teaching strategic processes in reading。Guilford Press。  new window
4.柯華葳(1999)。閱讀理解困難篩選測驗（二--六年級）。臺北市：行政院國家科學委員會。  延伸查詢new window
5.Johnson, D. W.、Johnson, R. T.(1994)。Learning together and alone: Cooperative, competitive, and individualistic learning。Allyn and Bacon。  new window
6.Kintsch, Walter(1998)。Comprehension: A paradigm for cognition。Cambridge University Press。  new window
7.Chall, J. S.(1983)。Stages of reading development。McGraw-Hill。  new window
8.Vygotsky, Lev Semyonovich(1978)。Mind in society: The development of higher psychological processes。Harvard University Press。  new window
9.van Dijk, Teun Adrianus、Kintsch, Walter(1983)。Strategies of discourse comprehension。Academic Press。  new window
10.Slavin, Robert E.(1995)。Cooperative Learning: Theory, Research, and Practice。Allyn and Bacon, Inc.。  new window
其他
1.Wiggins, G.(2010)。What is a big idea?，http://www.authenticeducation.org/aebigideas/article.lasso?artid=99。  new window
圖書論文
1.Brown, A. L.、Palincsar, A. S.(1989)。Guided cooperative learning and individual knowledge acquisition。Knowing, learning, and instruction: Essays in honor of Robert Glaser。Hillsdale, NJ：Erlbaum。  new window
2.吳敏而(1993)。摘取文章大意的教材教法。國民小學國語科教材教法研究。台北市：台灣省國民學校教師研究會。  延伸查詢new window
3.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。國小教學評量的反省與前瞻。臺南：國立臺南師範學院測驗發展中心。  延伸查詢new window
4.Graffney, J.、Anderson, R. C.(2000)。Trends in reading research on the United States: Changing intellectual currents over thirty years。Handbook of Reading Research。New York, NY：Erlbaum。  new window
5.Pressley, M.、Wharton-McDonald, R.、Mistretta, J.(1998)。Effective beginning literacy instruction: Dialectical scaffolded, and contextualized。Word recognition in beginning literacy。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
6.Rogoff, B.、Gardner, W.(1984)。Adult guidance of everyday cognition。Everyday cognition: Its development in social context。Cambridge, MA：Harvard University Press,。  new window
 
 
 
 
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