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|Other Titles:||The Impact of Balanced Reading Instruction on Students' Reading Ability and Reading Motivation|
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|Abstract:||本研究之目的在於規劃平衡閱讀教學課程，探討該課程對國小學童英文閱讀能力及閱讀動機之影響，同時檢視學童英文認字能力之差距情形。研究對象為72 位國小五年級學童，實驗組和控制組各有36 位學童，實驗教學進行九週，實驗教學前和後對學童施測。結果顯示實驗組的學童在WRAT3 的閱讀分測驗、英文認字測驗的讀音分測驗和字義分測驗、句子理解分測驗和MRQ 閱讀動機問卷等方面顯著高於控制組，說明平衡閱讀教學實驗課程有效提升學童之閱讀能力和閱讀動機，但是在WRAT3 拼字分測驗中，兩組未達顯著差異；而這些五年級學童的認字能力差異很大，從低於國小三年級的程度到高達國中三年級的程度都有。研究者依據研究結果對教學、 行政和未來研究提出建議。|
The purposes of this study were to design a balanced reading program, to explore its impact on elementary school students’ reading ability and reading motivation, and to check the range of students’ word recognition ability. The participants were 72 fifth graders, with 36 students in the experimental group and 36 students in the control group. The experimental program lasted for nine weeks, and all tests were given before and after the instructional program. It was found that the experimental group scored significantly higher than the control group on the reading subtest of The Wide Range Achievement Test 3 （WRAT 3）, the sound and meaning subtests of The English Word Recognition Test, the sentence comprehension subtest of The English Reading Diagnostic Test, and the Motivation for Reading Questionnaire. This meant that the balanced reading program had a generally positive impact on students’ reading ability and reading motivation. However, there was no significant difference between the groups on the spelling subtest of the WRAT 3. Furthermore, the variation in these fifth graders’ word recognition ability was very great, ranging from an ability level below that of third graders to the ninth-grade level. Based on the results, suggestions were offered to teachers, administrators and researchers.
|Appears in Collections:||師大學報|
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