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題名：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
書刊名：教育心理學報
作者：蘇宜芬 引用關係／林清山
出版日期：1992
卷期：25
頁次：頁245-267
主題關鍵詞：後設認知訓練課程；低閱讀能力；閱讀理解；交互教學法；直接教導；Metacognitive training program；Less skilled readers；Reading comprehension；Reciprocal teaching；Direct instruction
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  • 被引用次數被引用次數:期刊(12) 博士論文(14) 專書(0) 專書論文(0)
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  • 點閱點閱:57
　　　　　本研究的主要目的在探討後設認知訓練課程對於增進國小閱讀能力學生的閱讀理解、策略性閱讀能力、及後設認知能力是否具有立即效果、持續效果、及遷移效果。 研究中的後認認知訓練課程主要以Jacobs & Paris(1987)對後設認知的定義為架構設計內容，以Palincsar & Brown(1984)的「交互教學法」程度及Doyle(1983)所提的「直接教導」原則進行教學。 本研究以臺北市龍安國小六年級48名低閱讀能力學生對象。以「故事體文章閱讀理解測驗」、「偵錯測驗」、「克漏字測驗」、「閱讀策略評定量表」、「閱讀覺察問卷」、「說明體文章閱讀理解測驗」分別測量受試者在實驗處理結束一週內的後測及六週後追蹤測量的故事體文章閱讀理解能力、策略性閱讀能力、後設認知能力、以及將所學習的策略遷移至對說明體文章閱讀理解的增進效果。所得資料在立即效果的研究方面，以事前比較t統計法驗證假設；在持續效果的研究方面，以二因子混合設計變異數分析驗證假設。 研究結果顯示下列幾個要點： 1.以故事體文章為主要閱讀材料的後設認知訓練課程，在增造國小低閱讀能力學生故事體文章閱讀理解能力方面，未具有立即與持續效果。 2.以故事體文章為主要閱讀材料的後設認知訓練課程，在增進國小閱讀能力學生策略性閱讀能力方面，具有立即效果，但未具有持續效果。 3.以故事體文章為主要閱讀材料的後設認知訓練課程，在增進國小低閱讀能力學生後設認知能力方面，未具有立即與持續效果。 4.國小閱讀能力學生於接受以故事體文章為主要閱讀材料的後設認知訓練課程後，在將所學習的策略送移?對說明體文章閱讀理解的增進方面，並不具有立即與持續效果。 本文並對這些結果進行討論及分析可能的原因。
　　　　　The main purpose of this research was to investigate the immediate, maintenance, and transfer effects of "the Metacognitive Training Program" on reading comprehension, strategic reading, and metacognitive skills of elementary school less skilled readers. The subjects were 48 sixth grade less skilled readers selected from an elementary school in Taipei City. Through random assignment, the subjects were divided into two equivalent group. The experimental group receives the metacgnitive training program in which reciprocal teaching (Palincsar & Brown 1984) and direct instruction method (Doyle, 1983) were used, while the control group did not receive training program. Six instruments, namely, Narratives Reading Comprehension Test, Error Detection Test, Cloze Test, Strategy Rating Task, Index of Reading Awareness Items, and Expository Passage Reading Comprehension Test, were adopted to measure to measure reading comprehension ability, strategic reading ability, metacognitive skills and transfer effect of different groups during posttesting and 6-week follow-up testing. The data obtained were analyzed by t statistics to test the immediate effect of the program, and by two-way mixed design ANOVA to test the maintenance effect of the program. The findings were as follows: 1.Metacognitive training program showed no significant immediate and maintenance effects on the improvemnet of reading comprehension of narratives for sixth grade less skilled readers. 2.The program did show significant immediate effects but did not show all significant maintenance effects on the improvement of strategic reading. 3.There were no significant immediate and maintenance effects on the improvement of metacognitive skills. 4.The program showed no significant transferring effects on the improvement of reading comprehension of expository passages. Results were discussed and the feasibility of the application of this program to reading remidial instruction and learning guidance were also suggested.
期刊論文
1.Raphael, T. E.、McKinney, J.(1983)。An Examination of Fifth- and Eighth-grade Children's Question-answering Behavior: An Instructional Study in Metacognition。Journal of Reading Behavior，15(3)，67-86。  new window
2.Jacobs, J. E.、Paris, Scott G.(1987)。Children's Metacognition about Reading: Issues in Definition, Measurement, and Instruction。Educational Psychologist，22(3/4)，255-278。  new window
3.Paris, S. G.、Myers, M.(1981)。Comprehension monitoring, memory, and study strategies of good and poor readers。Journal of Reading Behavior，13(1)，5-22。  new window
4.Doyle, W.(1983)。Academic work。Review of Educational Research，53(2)，159-200。  new window
5.Paris, S. G.、Jacobs, J. E.(1984)。The benefits of informed instruction for children's reading awareness and comprehension skills。Child Development，55，2083-2093。  new window
6.Hansen, J.、Pearson, P. D.(1983)。An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers。Journal of Educational Psychology，75(6)，821-829。  new window
7.Paris, S. G.、Oka, E. R.(1986)。Children's reading strategies, metacognition and motivation。Developmental Review，6，25-86。  new window
8.Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。  new window
9.Brown, A. L.、Compione, J. C.、Murphy, M. D.(1977)。Maintenance and generalization of trained metamnemonic awareness by educable retarded children。Journal of Experimental Child Psychology，24，191-211。  new window
10.DeWitz, P.、Carr, E. M.、Patberg, J. P.(1987)。Effects of inference training on comprehension and comprehension monitoring。Reading Research Quarterly，22(1)，99-121。  new window
11.Kendall, C. R.、Borkowski, J. G.、Cavanaugh, J. C.(1980)。Metamemory and the transfer of an interrogative strategy by EMR Children。Intelligence，4，255-270。  new window
12.Duffy, G. G.、Roehler, L.、Meloth, M. S.、Vavrus, L. G.、Wesselman, R.、Putman, J.、Bassiri, D.(1986)。The relationship between explicit verbal explanations during reading skill instruction and student awareness and achievement: A study of reading teacher effects。Reading Research Quarterly，21(3)，237-252。  new window
13.Paris, S. G.、Cross, D. R.、Lipson, M. Y.(1984)。Informed strategies for learning: a program to improve children's reading awareness and comprehension。Journal of Educational Psychology，76(6)，1239-1252。  new window
14.Cross, D. R.、Paris, S. G.(1988)。Developmental and instructional analyses of children's metacognition and reading comprehension。Journal of Educational Psychology，80(2)，131-142。  new window
15.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
16.Gambrell, L. B.、Bales, R. J.(1986)。Mental imagery and the comprehension-monitoring performance of fourth and fifth grade poor readers。Reading Research Quarterly，21，454-464。  new window
17.Dansereau, D. F.、Collins, K. W.、McDonald, B. A.、Holley, C. D.、Garland, J.、Diekhoff, G.、Evans, S. H.(1979)。Development and evaluation of a learning strategy training program。Journal of Educational Psychology，71(1)，64-73。  new window
會議論文
1.Akamatsu, C. T.(1987)。The role of instruction in text structure and metacognitive strategy Instruction in deaf students' learning to read and write stories。Annual meeting of the American Educational Research Association。Washington, DC。  new window
2.Baker, L.、Zimlin, L.(1987)。Training children to use two levels of standards to evaluate their comprehension: Evidence of generalization and maintenance。Biennial meeting of the Society for Research in Child Development, Maryland。  new window
3.Lefebvret, P. M.(1983)。Reading to understand and rewember: The role of metacognitive a wareness about strategies。Biennial meeting of the Society for Research in Child Development。Detroit, ML。  new window
4.Simons, P. R. J.(1987)。Individual differences in the self-regulation of learning, emerging from thinking aloud protocols。Annual meeting of the American Educational Research Association。Washington, DC。  new window
學位論文
1.Brill, M.(1984)。Effects of two metacognitive programs on comprehension, transfer, and maintenance of time-order sequencing in text(博士論文)。Fordham University，New York。  new window
2.Schmitt, M. C.(1987)。The effects of an elaborated directed reading activity on the metacomprehension skills of third grades(博士論文)。Purdue University，West Lafayette, IN。  new window
3.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。  延伸查詢new window
圖書
1.Garner, R.(1988)。Metacognition and reading comprehension。Norwood, NJ：Ablex。  new window
2.俞筱鈞、黃志成(1990)。瑞文氏圖形推理測驗系列指導手冊。臺北市：中國行為科學社。  延伸查詢new window
3.徐正穩、路君約(1980)。圖形式智力測驗。台北市：中國行為科學社。  延伸查詢new window
4.Gagné, E. D.(1985)。The Cognitive Psychology of School Learning。Boston：Little, Brown and Company。  new window
5.Vygotsky, Lev S.(1978)。Mind in society: The development of higher psychological processes。Harvard University Press。  new window
6.Flavell, J. H.、Wellman, H. M.(1977)。Metamemory。Perspectives on the development of memory and cognition。Hillsdale, NJ。  new window
其他
1.MacGregor, S. K.(1984)。The effects of questioning-strategy training delivered by a computerized-text system on the comprehension, vocabulary, and metacognition of third grade students(AAC 8500239)。  new window
2.Dyer, P. A.(1985)。A study of the effects of prereading mapping on comprehension and transfer of learning。  new window
3.Hoge, G. S.(1982)。A Study of reading comprehension monitoring using reader selected miscues with selected tenth(AAC 8310398)。  new window
圖書論文
1.Weinstein, C. E.、Underwood, V. L.(1985)。Learning strategies: The how of learning。Thinking and Learning Skills: Volume 1: Relating Instruction To Research。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
2.Brown, A. L.、Armbruster, B. B.、Baker, L.(1986)。The role of metacognition in reading and studying。Reading comprehension from research to practice。Hillsdale, NJ：Erlbaum。  new window
3.Brown. A. L.、Bransford, J. D.、Ferrara, R. A.、Campione, J. C.(1983)。Learning, remembering, and understanding。Handbook of child psychology: Vol. 3. Cognitive development。New York：Wiley。  new window
4.Covington, M. V.(1983)。Motivated cognitions。Learning and motivation in the classroom。Hillsdale, NJ：Erlbaum。  new window
5.Lawson, M.(1985)。Metacognition。Cognitive strategies。New York：Academic。  new window
6.Paris, S. G.、Wixson, K. K.(1987)。The development of literacy: Access, acquisition, and instruction。Literacy, language, and schooling。Norwood, NJ：Ablex。  new window
 
 
 
 
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