臺灣博碩士論文加值系統

本文旨在探究不同圖畫書中不同圖文關係對台灣學童閱讀理解之影響。許多研究指出，應用視覺輔助及圖畫書於英語課堂中能幫助學童的閱讀發展及學習。然而仍有學者對於應用圖畫書中的插圖來增進學童閱讀理解抱持著不同意見。因此，圖畫書中插圖對於學童閱讀理解之影響是需要被研究的。此外，有關不同圖文關係對閱讀理解之影響的實證研究仍相當缺乏，所以本研究亦會探討圖畫書中不同圖文關係對於學童閱讀理解之影響。
研究對象為三個同質性班級，共有108位國小六年級學生。不同班級的學生閱讀同一故事的不同版本。一組閱讀純文字故事版本，一組閱讀圖文一致故事版本，另一組則閱讀圖文不一致版本。本研究工具為閱讀行為問卷、不同圖文關係的同一故事、閱讀測驗以及半結構式訪談。
本研究的主要發現如下：第一，圖畫書中的插圖對於學童的閱讀理解有幫助。第二，不同圖文關係的圖畫書對於學童閱讀理解並沒有影響。根據上述結果，本研究建議台灣的英語老師可在閱讀課堂中利用圖畫書以增進學童的閱讀理解。

The study aims to explore the effects of different illustration-text relationships in picture books on EFL children’s reading comprehension. Many studies have often suggested that applying visual aids and picture books in English classroom can improve children’s reading development and learning. However, some researchers have different views on using illustrations in picture books to facilitate children’s reading comprehension. Hence, the effects of illustrations in picture books on reading comprehension require to be investigated. In addition, the effects of different illustration-text relationships in picture books on reading comprehension also need to be further explored since little literature has been published on this issue.
The participants in this study were 108 sixth-grade elementary school students from three homogeneous classes. The participants in different classes read the same story of different versions. One class read the text-only version story, another read the parallel storytelling version story, and the other read the interdependent storytelling version story. The instruments used in the study were the picture book reading behavior questionnaire, a story with different versions, a reading comprehension test, and semi-structured interviews.
The major findings of the study were summarized as follows. First, the illustrations in picture books were beneficial in improving EFL children’s reading comprehension. Second, different illustration-text relationships in picture did not affect EFL children’s reading comprehension. Based on the findings, the study suggests that English teachers in Taiwan can exploit picture books in reading classes to enhance children’s reading comprehension.

ABSTRACT (ENGLISH)……………………………………………………………i
ABSTRACT (CHINESE)…………………………………………………………iii
ACKNOWLEDGEMENTS………………………………………………………………iv
TABLE OF CONTENTS………………………………………………………………v
LIST OF TABLES………………………………………………………………vii
LIST OF FIGURES……………………………………………………………viii
CHAPTER ONE INTRODUCTION…………………………………………………1
Background and Motivation…………………………………………………2
Purpose of the Study…………………………………………………………7
Research Questions …………………………………………………………8
Significance of the Study…………………………………………………8
Definition of Terms…………………………………………………………9
Organization of the Study………………………………………………10
CHAPTER TWO LITERATURE REVIEW…………………………………………12
Reading Comprehension………………………………………………………12
Schema Theory…………………………………………………………………13
Metacognition…………………………………………………………………15
Models of Reading Comprehension Process…………………………18
Visual Aids in Language Comprehension………………………………20
Visual aids in English Learning and Teaching……………………21
Visual Literacy………………………………………………………………24
Picture Books…………………………………………………………………26
Definition of Picture Books……………………………………………26
The Value of Picture Books………………………………………………28
Illustrations…………………………………………………………………29
Roles and Functions of Illustrations………………………………29
The Illustration-Text Relationships…………………………………33
Different Ways to Present Illustrations…………………………36
Review of Related Empirical Studies…………………………………38
Summary of Review of Related Empirical Studies………………41
Summary of CHAPTER TWO……………………………………………………42
CHAPTER THREE METHODOLOGY……….……………………………………44
Participants……………………………………………………………………44
Instruments……………………………………………………………………45
The Questionnaire on Reading Behavior………………………………46
Reading Materials……………………………………………………………47
The criteria to select the reading texts…………………………48
Story with text-only………………………………………………………49
Story with the two illustration-text relationships…………50
Reading Comprehension Test………………………………………………51
Interviews………………………………………………………………………54
Study Procedure………………………………………………………………55
Data Analysis…………………………………………………………………58
The Pilot Study………………………………………………………………59
CHAPTER FOUR RESULTS.……………………………………………………61
Results of Reading Behavior Questionnaire………………………62
Scores of the Reading Comprehension Test…………………………67
Results of Reading Comprehension Test……………………………71
Results of Questions Type 3 of the Parallel Storytelling
Group and the Interdependent Storytelling Group………………72
Results of Interviews………………………………………………………73
The Process of Answering Reading Comprehension Question 1…73
The Process of Answering Reading Comprehension Question 11…76
The Process of Answering Reading Comprehension Question 8…78
CHAPTER FIVE DISCUSSION AND CONCLUSION…………………………82
Summary of the Major Findings…………………………………………82
Discussions of the Research Findings………………………………84
Effects of Illustrations on Reading Comprehension……………84
Effects of Different Illustration-Text Relationships on
Reading Comprehension………………………………………………………86
Pedagogical Implications…………………………………………………88
Limitations of the Study…………………………………………………90
Suggestions for Future Research………………………………………91
Conclusions……………………………………………………………………92
REFERENCES……….……………………………………………………………93
APPENDIXES...…………………………………………………………………106
Appendix A……………………………………………………………………106
Appendix B……………………………………………………………………108
Appendix C……………………………………………………………………110
Appendix D……………………………………………………………………118
Appendix E……………………………………………………………………126
Appendix F……………………………………………………………………129
Appendix G……………………………………………………………………130
Appendix H……………………………………………………………………131
Appendix I……………………………………………………………………133
Table 3.1 Questions in the Reading Behavior Questionnaire…46
Table 3.2 Formats of the Story…………………………………51
Table 3.3 Reading Skills and Questions in the Reading
Comprehension Test…………53
Table 3.4 Three Types of Questions in Reading Comprehension
Test…………………………………………………54
Table 3.5 Mean, Standard Deviation, and Range of Reading
Comprehension Test……59
Table 4.1 Results of the First Item Set: How do you choose
books to read?……62
Table 4.2 Results of the Second Item Set: What is your
sequence of reading illustrations and text?…63
Table 4.3 Results of the Third Item Set: Do you skip
illustrations or text when you read?……64
Table 4.4 Results of the Fourth Item Set: How much time do
you spend on reading illustrations and text?…65
Table 4.5 Results of the Fifth Item Set: How do you find
answers to reading comprehension questions?…66
Table 4.6 Results of the Sixth Item Set: Do illustrations
help you guess vocabulary?…………66
Table 4.7 Results of the Seventh Item Set: Do illustrations
facilitate your comprehension of the story?……67
Table 4.8 Frequency Distribution of Scores on Reading
Comprehension Test by Class A…………68
Table 4.9 Mean, Standard Deviation, and Range of Reading
Comprehension Test by Class A…………69
Table 4.10 Frequency Distribution of Scores on Reading
Comprehension Test by Class B…………69
Table 4.11 Mean, Standard Deviation, and Range of Reading
Comprehension Test by Class B……………70
Table 4.12 Frequency Distribution of Scores on Reading
Comprehension Test by Class C………………70
Table 4.13 Mean, Standard Deviation, and Range of Reading
Comprehension Test by Class C…………71
Table 4.14 Results of Reading Comprehension Test……72
Table 4.15 Interdependent t-test Results of Type 3 Questions between Class B and Class C……………73
Figure 3.1 The Flow Chart of the Study Procedure…………57

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