臺灣博碩士論文加值系統

本研究旨在探究讀者劇場在英語口語流暢度及閱讀理解之效益，以台灣中部一所國民小學六十一位五年級學生作為研究對象。研究對象分成實驗組和控制組，兩組學生又分成英文高程度和低程度組進行研究分析。實驗組被施以讀者劇場教學，控制組則為教師主導的教學。實驗教學每週一次，為期十二週。實驗研究前實施前測，實驗過程中每上完一課實施一次小考，總共四次小考，實驗研究結束後實施後測和問卷填答。所有測驗包括一分鐘錄音及閱讀測驗。
本研究採用二因子多變量共變數分析前後測結果以比較讀者劇場教學與教師主導的教學之效益，並以曲線圖和t檢定分析比較四次小考兩組學生之成績，問卷結果則分別以卡方檢定及適合度考驗進行探討。資料分析結果如下：
（1） 在口語正確率上，實驗組和控制組達顯著差異，但英文高程度組和低程度組在進步程度上未達顯著差異。在口語流暢度上，實驗組和控制組達顯著差異，但英文高程度組和低程度組在進步程度上未達顯著差異。
（2） 在閱讀理解上，實驗組和控制組未達顯著差異，但英文高程度組和低程度組在進步程度上達顯著差異。
（3） 在問卷分析上，實驗組對英語學習的興趣並未顯著提升，但他們對英語學習的負面感覺已經降低；實驗組對讀者劇場增進口語流暢度的看法是正面的；實驗組學生多於控制組學生肯定此項實驗教學增進閱讀理解能力；實驗組學生對讀者劇場增進合作學習的看法是正面的。
根據以上分析結果，此研究對讀者劇場教學提出以下建議：（1）老師可以將讀者劇場教學融入學習內容中、（2）老師可以使用讀者劇場增進合作學習、（3）讀者劇場也可以用於其他科目之教學、（4）讀者劇場提供老師一個有創意的教學選項並為學生營造一個激發主動學習的想像空間。

關鍵字：讀者劇場、口語流暢度、閱讀理解、合作學習

The purpose of the study is to investigate the effects of Reader Theater on English oral reading fluency and reading comprehension. The research was conducted with sixty-one 5th-grade students chosen from an elementary school in central Taiwan. The participants were selected by a convenient sampling method from two classed. One class was categorized as the experimental group receiving instruction with a Reader Theater method and the other the control group being taught with a Teacher-directed method. For data analysis, students in each group were further divided into English high-proficient and low-proficient students. The instruction lasted for twelve weeks, once a week. Before the experiment, a pretest was conducted. During the experimental period, those participants took a quiz after each lesson, 4 quizzes in total. In addition, all participants of the two groups are requested to finish the quiz of story map and multiple choices after each teaching. After the experiment, a posttest was conducted and a questionnaire was filled out. The pretest, 4 quizzes and posttest all included one-minute recording of reading a story and 10 multiple-choice questions of reading comprehension.
The effects of Reader Theater and Teacher-directed method are compared by two-way MANCOVA with data from the pretest and the posttest. Trend diagrams and t-tests are presented to explore students’ performance in the four quizzes over the experimental period. Students’ answers to the questionnaire are investigated with Chi-square test and the Goodness of Fit test. The results of data analysis are summarized as follows:
(1) There is significant difference in the test of oral reading rate between the RT group and the TD group, but there is no significant difference in the progress of oral reading rate between English high-proficient and low-proficient students.
(2) There is significant difference in the test of oral reading fluency between the RT group and the TD group, but there is no significant difference in the progress of oral reading fluency between English high-proficient and low-proficient students.
(3) There is no significant difference in the test of reading comprehension between the RT group and the TD group, but there is significant difference in the progress of reading comprehension between English high-proficient and low-proficient students.
(4) RT students’ interest in English learning is not enhanced by the RT method, but their negative feeling toward English becomes more moderate. Students’ response toward the effects of RT on oral reading fluency is positive. More students in the RT group than those in the TD group agreed that their reading comprehension was enhanced with teachers’ instruction. Students in the RT group also held positive perception toward cooperative learning under RT setting.
Some pedagogical implications are provided: (1) teachers can involve the RT method in the contents of the textbook. (2) RT method may create a cooperative learning environment. (3) RT method can be applied in the other subject teaching. (4) RT method offers teachers an alternative for creative teaching and meanwhile provides students an imaginative probability for active learning.

Key words: Reader Theater, oral reading fluency, reading comprehension, cooperative learning

TABLE OF CONTENTS
COVER PAGE
SIGNATURE
AUTHORIZATION……………………………………………………...iii
ABSTRACT (English)…………………………………………………...iv
ABSTRACT (Chinese)…………………………………………………..vi
ACKNOWLEDGEMENT……………………………………………...viii
TABLE OF CONTENTS ix
LIST OF TABLES xii
LIST OF FIGURE……………………………………………………....xiii


CHAPTER I. INTRODUCTION
1.1 Background and Motivation 1
1.2 Statement of the Problem 4
1.3 Purpose of the Study 5
1.4 Research Questions 6
1.5 Significance of the Study 7
1.6 Definition of Terms…………………………………………………………..8
CHAPTER II. LITERATURE REVIEW
2.1 Instruction of Oral Reading Fluency 11
2.2 Reader Theater ……………………………………………………………..15
2.3 Ways to Reading Comprehension…………………………………………...24
2.4 Oral Reading Fluency…..………………………………...............................29
2.5 Teacher-Directed Method…………………………………………………...33
CHAPTER III. METHODOLOGY
3.1 Design of the Study 35
3.2 Participants 36
3.3 Instruments 37
3.4 Procedures of the Study 41
3.5 Data Analysis 44
3.6 Pilot Study 44
CHAPTER IV. RESULT AND DISCUSSION
4.1 Effects of RT on Oral Reading Fluency………………………………..…...50
4.2 Effects of RT on Reading Comprehension………………………………….58
4.3 Students' Perception toward the Reader Theater Method…………………...62
CHAPTER V. CONCLUSION
5.1 Summary of the Findings…………………………………………………...68
5.2 Pedagogical Implication…………………………………………………….71
5.3 Limitation of the Study…………………………………………………..…73
5.4 Suggestions for Further Studies…………………………………………….74
Chinese References 77
English References 78
Appendix A: Placement Test 87
Appendix B: Lesson Plan for the Experimental Group………............ 88
Appendix C: Lesson Plan for the Control Group 90
Appendix D: Script of Unit 1for the Experimental Group 92
Appendix E: Story of Unit 1 for the Control Group…………………….94
Appendix F: Pre-test and Post-test on Oral Reading Fluency 96
Appendix G: Pre-test and Post-test on Reading Comprehension 97
Appendix H: Quiz on Reading Comprehension of Unit 1 98
Appendix I: Story Map 99
Appendix J:Multidimensional Fluency Scale 100
Appendix K: Questionnaire (ChineseVersion)……………………….101
Appendix L: Questionnaire (English Version)…………………………102




















LIST OF TABLES
Table 3.1 Design of the Study……………………………………………………….35
Table3.2 Standard of Determining Words Errors……………………………………40
Table 3.3 Procedure of the Study……………………………………………………42
Table 3.4 Experimental Schedule……………………………………………………43
Table 3.5 Students' Mean Scores of Oral Reading Rate…………………………….46
Table 3.6 Students' Mean Scores of Multidimensional Fluency …..………………..46
Table 3.7 Students' Mean Scores of Reading Comprehension………………………46
Table 3.8 Test of Between -Subjects Effects………………………………………...48
Table 4.1 Two-way MANCOVA…………………………………………………….51
Table 4.2 Adjusted Means of Oral Reading Rate……………………………………52
Table 4.3 Comparison of Oral Reading Rate over Four Quizzes……………………53
Table 4.4 Adjusted Means of Multidimensional Fluency …………………………..55
Table 4.5 Comparison of Multidimensional Fluency over Four Quizzes…..……….56
Table 4.6 Adjusted Means of Reading Comprehension……………………………..59
Table 4.7 Comparison of Reading Comprehension over Four Quizzes……………..60












LIST OF FIGURES
Figure 4.1 Trend Diagram of Oral Reading Rate…………………………………….53
Figure 4.2 Trend Diagram of Oral Reading Rate from the Perspective of English Proficiency………………………………………………………………..54
Figure 4.3 Trend Diagram of Multidimensional Fluency ……………………............56
Figure 4.4 Trend Diagram of Multidimensional Fluency from the Perspective of English Proficiency…………………………….........................................57
Figure 4.5 Trend Diagram of Reading Comprehension……………………………....60
Figure 4.6 Trend Diagram of Reading Comprehension from the Perspective of
English Proficiency……………………………………………………….61
Figure 4.7 Perceptions toward RT and TD in Enhancing Learning Interest………….63
Figure 4.8 Perceptions toward RT and TD in Improving Oral Reading Fluency…………………………………………………………………...64
Figure 4.9 Perceptions toward RT and TD in Enhancing Reading Comprehension…………………………………………………………...65
Figure 4.10 RT Students’ Perceptions toward Cooperative Learning………………...66

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