國小四年級學生英語閱讀力與英語教科書可讀性之比較：以臺北市某國小四年級學生為例

Abstract

本研究旨在探討臺灣國小四年級學生的英語閱讀力與英語教科書可讀性之間的關聯性。研究對象為臺北市某公立小學的四年級學生及其使用的康軒版《Wonder World》教科書。本研究採用Lexile閱讀分級架構進行分析，透過Scholastic Literacy Pro的Lit-Pro Test線上閱讀分級檢測系統測量學生的英語閱讀力，並使用Lexile Analyzer評估教科書的可讀性。研究結果顯示，學生的英語閱讀力與教科書的可讀性存在顯著差距，表示學生在英語閱讀力上有很大的提升空間。此外，研究結果發現學生的英語成績不完全反映其真實的英語閱讀力，需要進一步考量其他因素。本研究結果對於英語教科書的選擇以及教師在英語教學中的策略調整提供了實證依據，並對提升國小英語教育的效果具有重要意義。

This study aims to explore the relationship between the reading competence of fourth-grade students in Taiwan and the readability of their English textbooks. The subjects were fourth-grade students from a public elementary school in Taipei, using the Kang Hsuan version of"Wonder World" textbooks. The Lexile Framework for Reading was used for analysis, with students' English reading competence measured by the Scholastic Literacy Pro's Lit-Pro Test online reading level assessment system, and the textbooks' readability assessed by the Lexile Analyzer.

The results indicate that there is a significant gap between students' English reading competence and the readability of the textbooks, suggesting substantial room for improvement in students' reading skills. Additionally, the findings show that students' English grades do not fully reflect their true reading abilities, requiring further consideration of other factors. The findings provide empirical evidence for the selection of English textbooks and the adjustment of teaching strategies in English instruction, contributing to the improvement of elementary English education effectiveness.