臺灣博碩士論文加值系統

本研究旨在探討運用英語繪本於嬝玥曳仃郋嚝芴讀態度及嬝玥曳分野峇壯幭隉C參與研究的對象是嘉義市一所國中八十位學習成績在全年級排名前三分之一強之國三學生。在研究過程中所蒐集的資料包含前測問卷及後測問卷、前後測、學生之嬝狐O錄及回饋單。將這些資料加以質化的分析並相互比較及討論，來探討學生在嬝玥曳仃郋嶊漣幭隉C
研究的結果發現嬝玥曳仃郋i以增進學生對於嬝狎^語繪本的積極態度， 學生變得更感興趣也比較不害怕嬝狎^語繪本。此外學生在嬝玥曳分野峈滲鄐O也進步了釵h。他們不但更熟悉嬝玥曳丑A而且也可以適當地運用這些策略去增進嬝玨z解。
研究的結論顯示以英語繪本所進行的嬝玥曳仃郋b增進學生的嬝的A度及嬝玨z解能力上是有幫助的。建議日後教師在進行類似的研究時，可施以較長期的嬝玥曳仃郋簽擘s至所有程度的學生去幫助他們檢視自己的嬝疚L程及增進其嬝玨z解的能力。教育決策者也可以試著將嬝玥曳仃郋J正規的英語教學課程。亦建議未來嬝玥曳仃郋漪袺鰬膍s可以結合更多教師的指導、學生的先備知識及長期的練習。

This study is to investigate the changes of students' attitude toward reading and their application of reading strategies after the reading strategy instruction with English picture books. The participants in this study were eighty ninth-graders whose academic performance was in the top one third of all the ninth graders in a junior high school in Chia-yi City. The data collected for this study were pre-questionnaire, post-questionnaire, pre-test, post-test, students' reading records, and feedback sheets. The data were descriptively analyzed and discussed to investigate students' changes after the reading strategy instruction.
The results indicated that reading strategy instruction enhanced students' positive attitude toward reading English picture books. Students became more interested in reading English picture books, and they were not so afraid of reading them after the reading strategy instructional process. Moreover, it also improved students' proficiency of applying reading strategies. Students became more familiar with reading strategies and they could apply them appropriately to enhance reading comprehension.
This study concludes that reading strategy instruction with English picture books can be helpful to improve students' attitude toward reading as well as their reading comprehension. It further suggests that teachers can implement long-term reading strategy instruction with English picture books on junior high students to help them monitor their reading process and to enhance their proficiency in reading comprehension. The policymakers should incorporate the reading strategy instruction into regular English classes in school. Further research can be geared to incorporate teacher's scaffolding, learners' schema, and long-term practices on reading strategy instruction.

TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS…………………………………………….. i
CHINESE ABSTRACT.………………………………………………... ii
ENGLISH ABSTRACT.…………………………………………….….. iii
TABLE OF CONTENTS……………………………………………….. v
LIST OF TABLES……………………………………………………… viii
LIST OF FIGURES…………………………………………………….. ix
LIST OF CHARTS……………………………………………………... x

CHAPTER

I. INTRODUCTION

Background of the Study………………………………………………………….. 1
Motivation of the Study…………………………………………………………... 4
Purpose of the Study……………………………………………………………… 6
Research Questions………………………………………………………… 7
Significance of the Study…………………………………………………………. 7

II. LITERATURE REVIEW

Reading Theories…………………………………………………………………. 8
The Concept of Schema Theory……………………………………………. 9
The Zone of Proximal Development and Scaffolding……………………... 11
Reading Models…………………………………………………………….. 13
Reading Process……………………………………………………………. 15
Reading Strategies………………………………………………………………… 17
Definition of Reading Strategies……………………………….…………... 18
Strategic Readers…………………………………………………………… 23
Reading Strategy Instruction………………………………………………. 26
Summary………………………………………………………………………….. 30

III. METHODOLOGY

Data Collection…………………………………………………………………… 32
Setting……………………………………………………………………… 32
Participants…………………………………………………………………. 33
Data Collection Procedures………………………………………………… 34
Instructional Materials……………………………………………………... 37
Instruments………………………………………………………………… 37
Reading Strategy Instructional Design………………………………….. 44
Data Analysis……………………………………………………………………... 49
Summary………………………………………………………………………….. 51

IV. RESULTS AND DISCUSSION

Results…………………………………………………………………………….. 52
Findings of Pre-questionnaire and Post-questionnaire……………….. 52
Results of Pre-test and Post-test…………………………………………. 65
Findings of Reading Records…………………………………………..…... 71
Findings of Feedback Sheets………………………………………………. 91
Analysis and Discussion………………………………………………………….. 101
The Change of Students' Attitude toward Reading English Picture Books… ................................................................101
The Change of Students’ Perceptions and Ability of Applying ReadingStrategies………………………………………………………………….. 104
Students' Perceptions and Their Real Application of Reading Strategies…............................................................ 110
Summary………………………………………………………………………….. 111



V. CONCLUSION
Findings…………………………………………………………………………… 113
Students' Attitude toward Reading English Picture Books……………. 113
Students' Perceptions and Application of Reading Strategies…….… 114
Implications…………………………………………………………………….…. 116
Limitations and Suggestions……………………………………………………… 118
Reflections………………………………………………………………………… 120

REFERENCES 123

APPENDICES

Appendix 1 Pre-questionnaire……………………………………………………… 130
Appendix 2 Post-questionnaire…………………………………………………….. 132
Appendix 3 Pre-test and post-test……………………………………………….. 134
Appendix 4 Sample of the worksheets for Week 1, Week 2, and Week 3…….. 135
Appendix 5 Sample of the worksheets for Week 4, Week 5, and Week 6…….. 137
Appendix 6 Sample of the worksheets for Week 7, Week 8, and Week 9…….. 139
Appendix 7 Worksheet for Week 10……………………………………………….. 141
Appendix 8 Feedback sheet………………………………………………………... 142
Appendix 9 Stories of the twelve steps in Story Street…………………….. 143
Appendix 10 Sample of the PowerPoint for modeling how to apply reading strategies……………………………………………………………........ 144
Appendix 11 Students' scores of pre-test and post-test…………………….. 145
Appendix 12 Transcription of students' statements in the feedback sheets...
................................................................146

LIST OF TABLES
Table 3-1 Comparison of the Differences among the Four Kinds of Worksheets… ................................................................43
Table 3-2 Reading Strategy Instructional Procedure…………………………… 48
Table 4-1 Changes or Attitude toward Reading English Picture Books (after the reading strategy instruction)……………………………………………. 92
Table 4-2 Strategies Students Knew (after the reading strategy instruction with English picture books)…………………………………………………. 96
Table 4-3 The Easiest Part When Reading English Picture Books………………... ................................................................97
Table 4-4 The Most Difficult Part When Reading English Picture Books………... ................................................................100

LIST OF FIGURE
Figure 3-1 Data Collection Procedures……………………………………………. 36

LIST OF CHARTS
Chart 4-1 Percentage of pre-questionnaire for Item 11………………………. 53
Chart 4-2 Percentage of post-questionnaire for Item 11…………………... 53
Chart 4-3 Percentage of pre-questionnaire for Item 12……………………… 54
Chart 4-4 Percentage of post-questionnaire for Item 12…………………... 54
Chart 4-5 Percentage of pre-questionnaire for Item 13……………………… 54
Chart 4-6 Percentage of post-questionnaire for Item 13…………………….. 54
Chart 4-7 Percentage of pre-questionnaire for Item 14……………………… 55
Chart 4-8 Percentage of post-questionnaire for Item 14…………………….. 55
Chart 4-9 Percentage of pre-questionnaire for Item 15……………………… 55
Chart 4-10 Percentage of post-questionnaire for Item 15……………………. 55
Chart 4-11 Percentage of pre-questionnaire for Item 16……………………. 56
Chart 4-12 Percentage of post-questionnaire for Item 16……………………. 56
Chart 4-13 Percentage of pre-questionnaire for Item 17……………………. 56
Chart 4-14 Percentage of post-questionnaire for Item 17……………………. 56
Chart 4-15 Percentage of pre-questionnaire for Item 18……………………. 57
Chart 4-16 Percentage of post-questionnaire for Item 18……………………. 57
Chart 4-17 Percentage of pre-questionnaire for Item 19……………………. 58
Chart 4-18 Percentage of post-questionnaire for Item 19………………….. 58
Chart 4-19 Percentage of pre-questionnaire for Item 20…………………….. 59
Chart 4-20 Percentage of post-questionnaire for Item 20……………………. 59
Chart 4-21 Percentage of pre-questionnaire for Item 21…………………….. 59
Chart 4-22 Percentage of post-questionnaire for Item 21……………………. 59
Chart 4-23 Percentage of pre-questionnaire for Item 22…………………….. 60
Chart 4-24 Percentage of post-questionnaire for Item 22……………………. 60
Chart 4-25 Percentage of pre-questionnaire for Item 23…………………….. 60
Chart 4-26 Percentage of post-questionnaire for Item 23……………….... 60
Chart 4-27 Percentage of pre-questionnaire for Item 24……………………… 61
Chart 4-28 Percentage of post-questionnaire for Item 24…………………… 61
Chart 4-29 Percentage of pre-questionnaire for Item 25……………………. 61
Chart 4-30 Percentage of post-questionnaire for Item 25…………………. 61
Chart 4-31 Percentage of pre-questionnaire for Item 26…………………… 62
Chart 4-32 Percentage of post-questionnaire for Item 26…………………. 62
Chart 4-33 Percentage of pre-questionnaire for Item 27…………………… 62
Chart 4-34 Percentage of post-questionnaire for Item 27………………….. 62
Chart 4-35 Percentage of pre-questionnaire for Item 28…………………… 63
Chart 4-36 Percentage of post-questionnaire for Item 28…………………. 63
Chart 4-37 Percentage of pre-questionnaire for Item 29…………………… 63
Chart 4-38 Percentage of post-questionnaire for Item 29…………………… 63
Chart 4-39 Percentage of pre-questionnaire for Item 30…………………… 64
Chart 4-40 Percentage of post-questionnaire for Item 30…………………. 64
Chart 4-41 The distribution of the number of students in different score levels…......................................................... 65

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