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研究生:洪采菱
研究生(外文):Tsai-Ling Hung
論文名稱:廣泛閱讀與重複閱讀教學法對國小一年級學童識字能力、口語閱讀流暢力及閱讀理解之影響
論文名稱(外文):The effects of wide reading versus repeated reading on the first-grade in word recognition, oral reading fluency and comprehension
指導教授:陸怡琮陸怡琮引用關係
指導教授(外文):I-Chung Lu
學位類別:碩士
校院名稱:國立屏東教育大學
系所名稱:教育心理與輔導學系
學門:社會及行為科學學門
學類:心理學類
論文種類:學術論文
畢業學年度:96
語文別:中文
論文頁數:139
中文關鍵詞:識字能力重複閱讀教學法廣泛閱讀教學法口語閱讀流暢力閱讀理解
外文關鍵詞:oral reading fluencyword recognitionrepeated readingwide readingreading comprehension
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本研究旨在探討兩種閱讀流暢教學法(廣泛閱讀與重複閱讀)對國小一年級學童識字能力、口語閱讀流暢力及閱讀理解之影響。

本研究採準實驗設計,以屏東縣某國小一年級的三個班級為研究對象,二個實驗組分別接受廣泛閱讀與重複閱讀教學法,控制組未接受任何教學。實驗教學時間總共八週,每週三次,每次25分鐘,教學前、教學後、及教學後兩週以「中文年級認字量表」、「口語閱讀流暢力量表」及「閱讀理解測驗」等研究工具進行施測,以了解經過不同教學法的學生,在閱讀表現上是否有差異。

本研究發現如下:
一.廣泛閱讀教學法能提升國小一年級學童的識字能力、口語閱讀流暢力,並具延宕效果。
二.重複閱讀教學法能提升國小一年級學童的識字能力、口語閱讀流暢力,並具延宕效果。
三.廣泛閱讀與重複閱讀教學法對提升國小一年級學童的識字能力、口語閱讀流暢力的效果沒有顯著差異。
四.廣泛閱讀與重複閱讀教學法未能提升國小一年級學童的閱讀理解能力。
The purpose of this study was to compare the effects of two reading fluency instruction (wide reading versus repeated reading) on the first-graders’ word recognition, oral reading fluency and reading comprehension.

Using the quasi-experimental design, three first-grade classes from a primary school in Pingtung County were chosen. The three classes was assigned to the wide reading group, the repeated reading group, and the control group randomly. All students received 3 times a week, 8-week long instruction. Before, right after, and two weeks after the experiment, the students were tested on word recognition, oral reading fluency and comprehension.

The major findings of the study were as the following:
1.Wide reading instruction can improve first graders'' word recognition as well as oral reading fluency and the effects lasted for two weeks after the experiment.
2.Repeated reading instruction can improve first graders'' word recognition and oral reading fluency, and the effects lasted for two weeks after the experiment.
3.There was no difference between the facilitative effects of wide reading and repeated reading instruction on first graders'' word recognition and oral reading fluency.
4.Wide reading and repeated reading instruction did not elevarate first graders'' reading comprehension.
第一章 緒論.......................................1
第一節 研究動機與目的……………………………………1
第二節 研究問題…………………………………………… 5
第三節 名詞釋義……………………………………………6
第二章 文獻探討...................................9
第一節 閱讀流暢力…………………………………………9
第二節 重複閱讀……………………………………………20
第三節 廣泛閱讀……………………………………………34
第三章 研究方法……………………………………………45
第一節 研究設計……………………………………………45
第二節 研究假設……………………………………………47
第三節 研究對象……………………………………………48
第四節 研究工具……………………………………………49
第五節 教學處理……………………………………………55
第六節 研究程序……………………………………………61
第七節 資料分析……………………………………………62
第四章 研究結果與討論……………………………………63
第一節 研究結果…………………………………………63
第二節 討論………………………………………………72
第五章 研究結論與建議…………………………………77
第一節 研究結論…………………………………………77
第二節 建議………………………………………………79
參考文獻
一.中文部份………………………………………………81
二.英文部分………………………………………………82
附錄
附錄一……………………………………………………89
附錄二……………………………………………………115
附錄三……………………………………………………133
附錄四……………………………………………………134


表次
表2-1 閱讀發展階段論…………………………………16
表2-2 口語閱讀流暢力量表……………………………19
表2-3 重複閱讀實徵研究………………………………23
表2-4 廣泛閱讀實徵研究………………………………37
表3-1 研究設計…………………………………………45
表3-2 「閱讀理解測驗」題目分析結果………………50
表3-3 正式題目…………………………………………51
表3-4 口語閱讀流暢性量表……………………………53
表3-5 廣泛閱讀組文本…………………………………55
表3-6 重複閱讀組文本…………………………………59
表4-1 三組在「中文年級認字量表」上的平均數、標準差摘要表………………………………………63
表4-2 三組在「中文年級認字量表」前測分數的變異數分析摘要表………………………………………64
表4-3 三組在「中文年級認字量表」前測與後測的共變數分析摘要表………………………………………65
表4-4 三組在「中文年級認字量表」前測與追蹤後測的共變數分析摘要表…………………………………66
表4-5 三組在「口語閱讀流暢力量表」上的平均數、標準差摘要表………………………………………67
表4-6 三組在「口語閱讀流暢力量表」前測分數的變異數分析摘要表………………………………………67
表4-7 三組在「口語閱讀流暢力量表」前測與後測的共變數分析摘要表……………………………………68
表4-8 三組在「口語閱讀流暢力量表」前測與追蹤後測的共變數分析摘要表………………………………69
表4-9 三組在「閱讀理解測驗」上的平均數、標準差摘要表………………………………………70
表4-10 三組在「閱讀理解測驗」前測分數的變異數分析摘要表………………………………………70
表4-11 三組在「閱讀理解測驗」前測與後測的共變數分析摘要表………………………………………71
表4-12 三組在「閱讀理解測驗」前測與追蹤後測的共變數分析摘要表………………………………………72
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黃秀霜(2001)。中文年級認字量表。台北:心理。
黃淑苓(1994)。幼兒認字教學。嘉義師院學報,8,472-492。
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黃瓊儀(1996)。相互教學法對國小高年級學童閱讀理解能力、後設認知能力與閱讀態度之影響。國立嘉義師範學院國民教育研究所碩士論文。
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