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研究生:陳靜惠
研究生(外文):Ging-Huey Chen
論文名稱:互動重複閱讀對國小學生英文朗讀流暢度及閱讀理解影響之研究
論文名稱(外文):Effects of Interactive Repeated Reading on EFL Elementary School Students’ Reading Fluency and Comprehension
指導教授:紀鳳鳴紀鳳鳴引用關係
指導教授(外文):Feng-Ming Chi
學位類別:碩士
校院名稱:國立中正大學
系所名稱:外國文學所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:英文
論文頁數:121
中文關鍵詞:互動重複閱讀 國小學生 朗讀流暢度 閱讀理解
外文關鍵詞:Interactive repeated readingElementary school studentsPaired readingReading fluencyReading comprehension
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本研究旨在探討互動重複閱讀對台灣國小學生英文朗讀流暢度與閱讀理解的學習效益。本研究同時探討學生在配對練習過程中使用何種策略協助同儕解決閱讀難題。此外並探討學生對此閱讀法的看法。
本研究對象為八名國小五年級學生。學生在接受互動重複閱讀訓練後,進行分組配對朗讀練習。資料收集分成五個步驟:起始階段、教學示範、配對練習、獨立閱讀及訪談。資料來源包括學生在起始階段的前測與獨立閱讀階段接受朗讀測驗的結果、學生重述文章內容、學生朗讀之誤讀分析、學生配對討論的逐字稿、與半結構式訪談的資料。資料分析旨在檢驗經過互動重複閱讀練習與配對練習後,學生英文朗讀流暢度與閱讀理解能力的進步情形、同儕共助策略之使用情形,以及學生對此種閱讀方法的看法與回饋。
研究結果可分成三個部份。第一、經過互動重複閱讀練習後,學生在閱讀正確度、朗讀速度及閱讀理解皆有顯著的進步。誤讀的次數在經過重複朗讀文章後也相對減少。第二、在配對練習中學生使用了不同的合作策略協助彼此解決閱讀難題。學生分享、彌補彼此英文能力上的優缺點,合作完成共同的閱讀任務。第三、學生自覺到自己英文閱讀能力的成長,也對重複閱讀方法持正面的評價,並表示願意繼續運用該閱讀法於英語學習上。研究結果顯示互動重複閱讀有助於提升國小學生的閱讀能力。此外本研究也提供互動重複閱讀法在英語教學上的運用。
This study aims to investigate effects of interactive repeated readings on EFL elementary school students’ reading fluency and reading comprehension. In addition, students’ collaborative strategies used during paired reading were explored. Students’ responses of the use of interactive repeated reading were also examined to see any changes in their perception of the effectiveness of this reading method on their reading gains.
Eight fifth-grade elementary school students in Nantou County were given 12 weeks of interactive repeated reading training. The data collection procedures were divided into five phases: baseline, instruction, paired reading, independent phases and semi-structure interviews. Results of fluency, retelling and reading miscues collected in the baseline and independent phases aims to examine students’ changes in reading accuracy, reading rate and comprehension. Discussion data of paired reading were transcribed and analyzed for a discussion of how the students collaborated in the process of paired reading. The interview data were used to investigate students’ perception of interactive repeated reading as a tool to assist their oral reading.
Results of this study can be divided into three parts. First, the results indicate that the students made significant improvement in reading accuracy, reading speed and comprehension after the interactive repeated reading training. Their reading miscues also reduced in the successive readings. Second, the students used five types of strategies to assist each other during paired reading, namely soliciting participation, modeling, choral reading, direct answer, and joint construction, and thus compensated for each other’s weaknesses to accomplish the shared reading tasks. Third, the students were aware of their growth in reading performance, and expressed positive attitudes with regard to the effects of the interactive repeated reading, showing their willingness to continue using it in the future. The study concludes that interactive repeated reading can be useful for enhancing EFL elementary school students’ reading development, and further suggests some pedagogical implications for class use.
CHPATER ONE: INTRODUCTION……….………………………………..…. 1
Background Statement…………….…………………………………………..…… 1
Interactive Repeated Reading…………………….……………………………...… 2
Rationale and Purpose of the Study……………………………………………...… 6
Significance of the Study……………………………….……………………..…… 7
Key Terms Used in the Study…………………………………………………..….. 8
Overview of the Study………………………………………….….………….…… 9
CHAPTER TWO: LITERATURE REVIEW………………….…………..….… 10
Automatic Information Processing in Reading…………………...………….……. 10
Related Studies into Repeated Reading…………………………………….……... 14
Effects of the Repeated Reading………………………………………….…… 14
Instructional Components of Repeated Reading.……………..……….…….… 19
Paired Reading as Collaborative Learning……………………………….…….….. 23
Repeated Reading within Peer-Assisted Context..…….………………….….……. 28
Summary of this Chapter…………………………….………………….….……… 31
CHAPTER THREE: METHOD…………………………………………….……. 32
Setting and Participants……………………..……………………………….…….. 32
Pairing………..………….……………………………………………….………… 33
A Trial Run………………………………………………………………………… 34
Reading Texts………..….……………………………………………...………….. 37
Data Collection Procedures…..…………………….………………………..…… 39
Data Analysis………..……………………………………………………..………. 46
Credibility ……………..……………………………………………………..…….. 52
CHAPTER FOUR: RESULTS AND DISCUSSION………………..……..…….. 54
In what ways did interactive repeated reading influence the students’ reading fluency and comprehension? .................................................................................... 54
How did the students collaborate in the process of paired reading? ........................ 67
How did the students perceive interactive repeated reading method as a tool to assist their oral reading? ………………………………………………………..…. 80
Summary of this Chapter………………………………………………………..…. 85
CHAPTER FIVE: CONCLUSIONS AND IMPLICATIONS…..……….……… 87
Summary of the Study……………..……………………………………….……… 87
Pedagogical Implications………….……………….……………………….……… 89
Limitations and Suggestions for Future Research…………………………………. 92
My Reflection as a Teacher-Researcher………….………………..………………. 93
REFERENCES…………………………….………………………………………. 95
APPENDICES……………………………………………………………………… 104
Appendix A: Text 1 (No Way) …………………………………………………….. 104
Appendix B: Text 2 (Itchy, Itchy, Chicken Pox) ………………………………….. 105
Appendix C: Text 3 (Big Red Apple) ……………………………………………... 106
Appendix D: Text 4 (Monkey See, Monkey Do) …………………………………. 107
Appendix E: Text 5 (A Bug, a Bear, and a Boy Go to School) …………………… 108
Appendix F: Text 6 (Master Math) ………………………………………………... 109
Appendix G: Checklist of Selection for Reading Text…………………………….. 110
Appendix H: Retelling Tally Form………………………………………………… 111
Appendix I: Chinese Version of Interview Questions……………………………... 113
Appendix J: English Version of Interview Questions……………………………… 114
Appendix K: Transcription Convention………………………….………………... 115
Appendix L. Retelling Results in the Baseline and Independent Phases………….. 116
Appendix M. Vivien’s Miscue Analysis for Text 1Pretest………...………...…….. 117
Appendix N. Transcription of Ann’s Retelling of Text 6………………………….. 118
Appendix O. Sample Transcription of Paired Reading Discussion Data………….. 119
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