差異分組式平衡閱讀教學對國小學童英語認字、閱讀理解能力與閱讀態度之影響
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Date
2012-06-??
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國立台灣師範大學英語文教學中心
Airiti Press Inc.
Airiti Press Inc.
Abstract
本研究旨在探討差異分組式平衡閱讀教學對國小三年級學童英語認字能力、閱讀理解與閱讀態度之影響。研究對象為新北市某國小三年級58位學童，29位為實驗組，實施差異分組式平衡閱讀教學，另外29位為控制組，實施一般閱讀教學，每週教學一節40分鐘，持續10週。實驗教學前、後施以英語認字測驗、閱讀理解測驗與閱讀態度量表，並以教師日誌、學生回饋單、學習單等作為質性資料。資料以描述統計、多變量變異數分析與質性分析進行。結果顯示在英語認字測驗 (包含字音與字義兩個分項測驗) 上，實驗組學童表現沒有優於控制組學童；在閱讀理解測驗上，實驗組學童表現優於控制組學童，且達顯著差異；在閱讀態度量表上，實驗組的學童表現高於控制組學童，且達顯著差異；質性分析顯示學童對於差異分組式平衡閱讀教學多持肯定評價。研究者根據研究結果針對獨立練習活動之設計及分組獨立練習表之運用提出建議，作為未來實施類似教學之參考。最後，也針對研究對象、研究面向與教學研究設計提出幾項建議，作為未來相關議題研究時之參考。
The study aimed to investigate the effects of balanced reading instruction with differentiated grouping on elementary students’ English word recognition, reading comprehension and reading attitudes. The subjects were fifty-eight third graders at an elementary school in New Taipei City. 29 of them received balanced reading instruction, and the other 29 received traditional reading instruction. The experiment lasted for 10 weeks. Before and after the experiment, the subjects took the English Word Recognition Test, the Reading Comprehension Test and responded to the Reading Attitudes Questionnaire. Besides, Teacher Journals, Students Feedback and Worksheets were collected as the qualitative data. The results revealed that the experimental group did not perform better than the control group in the English Word Recognition Test. Second, the experimental group performed significantly better than the control group in the Reading Comprehension Test. Third, the experimental group had significantly higher scores than the control group in the Reading Attitudes Questionnaire. Last, the participants in the experimental group had positive attitude towards balanced reading instruction with differentiated grouping. Based on the results of the study, some suggestions were given for balanced reading instruction with differentiated grouping. Also, some suggestions were provided for future studies.
The study aimed to investigate the effects of balanced reading instruction with differentiated grouping on elementary students’ English word recognition, reading comprehension and reading attitudes. The subjects were fifty-eight third graders at an elementary school in New Taipei City. 29 of them received balanced reading instruction, and the other 29 received traditional reading instruction. The experiment lasted for 10 weeks. Before and after the experiment, the subjects took the English Word Recognition Test, the Reading Comprehension Test and responded to the Reading Attitudes Questionnaire. Besides, Teacher Journals, Students Feedback and Worksheets were collected as the qualitative data. The results revealed that the experimental group did not perform better than the control group in the English Word Recognition Test. Second, the experimental group performed significantly better than the control group in the Reading Comprehension Test. Third, the experimental group had significantly higher scores than the control group in the Reading Attitudes Questionnaire. Last, the participants in the experimental group had positive attitude towards balanced reading instruction with differentiated grouping. Based on the results of the study, some suggestions were given for balanced reading instruction with differentiated grouping. Also, some suggestions were provided for future studies.