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研究生:林玗臻
研究生(外文):Lin Yu Zhen
論文名稱:重複閱讀對新住民子女英語閱讀流暢度與閱讀理解之影響
論文名稱(外文):The Effects of Repeated Reading Instruction on English Oral Reading Fluency and Comprehension of Students of non-native Taiwanese Parents: A case study in Tainan City
指導教授:陳靖奇陳靖奇引用關係
指導教授(外文):Ching-chi Chen
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
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:2015
畢業學年度:103
語文別:英文
論文頁數:90
中文關鍵詞:重複閱讀口語閱讀流暢度閱讀理解能力
外文關鍵詞:Repeated readingOral reading fluencyReading comprehension
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本研究旨在探討重複閱讀教學法對於台灣新住民子女在閱讀流暢度及閱讀理解表現之影響。本實驗採單組前後測設計,以台南位於偏鄉的某國小四年級7名參加英語補救教學計畫的新住民子女為研究對象,實驗為期八週、共15節的重複閱讀教學。
在本實驗實施前,學生接受英語口語閱讀流暢度和閱讀理解測驗之前測,八週的重複閱讀教學後,學生再接受英語口語閱讀流暢度和閱讀理解測驗後測,研究者利用成對樣本t考驗比較學生前測與後測表現,分析學生英語口語閱讀流暢度和閱讀理解能力是否因為重複閱讀教學而有改變。此外,實驗後學生皆接受研究者一對一訪談,訪談資料以質性方式加以探討,以了解學生對於重複閱讀教學之評價與建議。
本研究主要發現摘要如下:
1. 學生在接受重複閱讀教學後,其英語口語閱讀流暢度有顯著提升。
2. 學生在接受重複閱讀教學後,其英語閱讀理解能力表現有顯著提升。
3. 大部分的學生喜愛重複閱讀教學,且肯定其對英語學習能力和動機上的助益。
根據本研究結果,重複閱讀教學確實能有效提升新住民子女在英語學習口語閱讀流暢度及閱讀理解能力之表現。此外,參予本研究的新住民子女也對重複閱讀教學抱持正面評價。因此,對於英語程度落後的新住民子女,國小英語教師可嘗試融入重複閱讀教學於課程中,以改善學生的英語口說能力及閱讀能力;也能透過此課程增進學生學習英語動機和信心。

The purpose of this study aims to investigate the effects of repeated reading (RR) instruction on new immigrant children’s oral reading fluency and reading comprehension. The researcher employed a one-group pretest-posetest experimental design with 7 new immigrant children in the remedial teaching program at a rural elementary school in Tainan. The whole experiment lasted for 8 weeks, including fifteen RR courses.
Before this experiment, the participants took the pre-test of oral reading fluency and reading comprehension. After the 8-week RR instruction, the post-study oral reading fluency test and reading comprehension test were conducted. In quantitative analyses, a paired-samples t-test was administered to compare the participants’ scores of the pre-tests and post-tests in order to examine the change in students’ English ability of oral reading fluency and reading comprehension after the RR instruction. Also, one-to-one post-study interviews were conducted and the results were analyzed qualitatively to explore students’ responses and suggestions toward RR instruction. The major findings of the present study were summarized as follows:
1. There is a significant difference in the participants’ English oral reading fluency before and after the RR instruction.
2. There is a significant difference in the participants’ English reading comprehension before and after the RR instruction.
3. The majority of the participants expressed their fondness for the RR instruction, and agreed with the benefits of the CSR instruction on their English learning ability and motivation.
On the basis of the study findings, RR instruction is effective in improving new immigrant children’s English oral reading fluency and reading comprehension. Moreover, most of the participants hold a positive evaluation of it. Therefore, for those new immigrant children with poor English learning levels, English teachers at elementary school may integrate the RR instruction in English teaching curriculum to improve their oral and reading ability as well as learning motivation.

INTRODUCTION 1
Background and Motivation 1
Purposes of the Study 6
Research Questions 6
Significance of the Study 6
Limitations of the Study 7
Definition of Terms 7

CHAPTER TWO
LITERATURE REVIEW 10
Repeated Reading 10
The theory of repeated reading 10
Teaching Approaches of Repeated Reading 11
Empirical Studies of Repeated Reading 14
Oral Reading Fluency 17
Definition of oral reading fluency 18
Assessing oral reading fluency 19
Importance of oral reading fluency 25
Motivating struggle readers 25
The Prediction of Learning performance 26
Oral Reading Fluency and Comprehension 27

CHAPTER THREE
METHODOLOGY 29
Research Design 29
Setting 29
Participants 30
Instruments 30
The Curriculum-Based Measurements (CBMs) 31
Multidimensional Fluency Scale 33
Reading comprehension test 34
Interview 34
Materials 35
Procedures 36
Data Analysis 39

CHAPTER FOUR
RESULTS AND DISCUSSIONS 41
Comparison of the Students’ English Oral Reading Fluency 41
Comparison of the Students’ English Oral Reading Accuracy Before and After the RR instruction 41
Comparison of the Students’ English Oral Reading Automaticity Before and After the RR instruction 43
Comparison of the Students’ English Oral Reading Prosody Before and After the RR instruction 45
Comparison of the Students’ English Reading Comprehension Before and After the RR instruction 53
Interview 54
Students’ Reception of RR Instruction 54
The Influences of RR Instruction 56
Suggestions for RR Instruction 57

CHAPTER FIVE
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 60
Conclusions 60
Implications 62
Suggestions 63

References 63

Appendices
Appendix A Multidimensional Fluency Scale 75
Appendix B-1 Scoring sheet of the Oral Reading Fluency Pre-test 76
Appendix B-2 Scoring sheet of the Oral Reading Fluency Post-test 77
Appendix C-1 The English reading comprehension Pre-test 78
Appendix C-2 The English reading comprehension Post-test 79
Appendix D-1 Questions of the post-study Interview (Chinese Version) 80
Appendix D-2 Questions of the post-study Interview (English Version) 81
Appendix E-1 Contents of the Story “Brown Bear, Brown Bear, What Do You See?” 82
Appendix E-2 Contents of the Story “LEMONS ARE NOT RED” 83
Appendix E-3 Contents of the Story “Why the Frog Has Big Eyes” 84
Appendix E-4 Contents of the Story “MY MUM IS FANTASTIC” 85
Appendix E-5 Contents of the Story “Silly Sally” 86
Appendix F Students’ Reading Log 87
Appendix G A Sample Lesson Plan for the RR instruction 88




LIST OF TABLES AND FIGURES
Tables
Table 2.1 Levels of Performance for Reading Accuracy 22
Table 2.2 Oral Reading Fluency (ORF) Target Rate Norms 23
Table 3.1 The computing formula of CBMs 32
Table 3.2 An example of accuracy and automaticity scoring on CBMs 32
Table 3.3 Schedule of the Study 36
Table 3.4 Activities of the RR Instruction in Each Session 38
Table 4.1 The Pre-test and Posttest Performance of Oral Reading Accuracy (%) 42
Table 4.2 Comparison of the Students’ Oral Reading Accuracy Scores Before and After the RR Intervention 43
Table 4.3 The Pre-test and Posttest Performance of Oral Reading Automaticity (WCPM) 44
Table 4.4 Comparison of the Students’ Oral Reading Automaticity (Rates) Before and After the RR Intervention 45
Table 4.5 The Pre-test and Posttest Performance of Oral Reading Prosody 46
Table 4.6 Comparison of the Multidimensional Fluency Scale Scores Before and After the RR Intervention 46
Table 4.7 The Multidimensional Fluency Scale Scores of the Pre-test and Posttest in the Dimension of Expression and Volume 47
Table 4.8 Comparison of the Scores in the Dimension of Expression and Volume in MFS Before and After the RR Intervention 48
Table 4.9 The Multidimensional Fluency Scale Scores of the Pre-test and Posttest in the Dimension of Phrasing 49
Table 4.10 Comparison of the Scores in the Dimension of Phrasing in MFS Before and After the RR Intervention 49
Table 4.11 The Multidimensional Fluency Scale Scores of the Pre-test and Posttest in the Dimension of Smoothness 50
Table 4.12 Comparison of the Scores in the Dimension of Smoothness in MFS Before and After the RR Intervention 50
Table 4.13 The Multidimensional Fluency Scale Scores of the Pre-test and Posttest in the Dimension of Pace 51
Table 4.14 Comparison of the Scores in the Dimension of Pace in MFS Before and After the RR Intervention 51
Table 4.15 The Pre-test and Posttest Performance of English Reading Comprehension 53
Table 4.16 Comparison of the Students’ English Reading Comprehension Scores Before and After the RR Intervention 54

Figure
Figure 1. A flow chart of study procedures 39


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10. 周愫嫻、高千雲(2001)監獄環境對受刑人生理與心理適應狀況之影響 ,警學叢刊 ,31:6=136,頁107-125。
11. 李美枝(1997)女性犯罪的型態與社會心理歷程:以台灣第一所女子監獄受刑人為例。中央研究院民族學研究所集刊,86,73-120。
12. 高千雲、任全鈞(2001)生活壓力、社會支持、社會距離與女監受刑人在監適應關聯性之研究,中央警察大學警學叢刊,第三十二卷第三期,中央警察大學。
13. 高千雲、任全鈞(2000)生活壓力、社會支持、社會距離與監獄暴行關聯性之研究,中央警察大學學報,第三十六期,中央警察大學。
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