頁籤選單縮合
題名 | 整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果=The Effect of the Program of Integrating Learning Strategies and Motivated Training on Less Skilled Readers |
---|---|
作 者 | 林建平; | 書刊名 | 初等教育學刊 |
卷期 | 10 2001.10[民90.10] |
頁次 | 頁177-198 |
分類號 | 523.330191 |
關鍵詞 | 整合學習策略; 國小; 閱讀理解困難兒童; 輔導; |
語文 | 中文(Chinese) |
中文摘要 | 本研究的目的在探討研究者所提出的「整合學習策略與動機的閱讀理解訓練方案」對國小閱讀理解困難兒童閱讀動機、閱讀策略、及閱讀理解能力是否具有立即、持續、及遷移的效果。 研究對象是臺北市東園國小五年級的42位閱讀理解困難學生,隨機分派為「整合學習策略與動機訓練組」、「策略訓練組」、及「控制組」,每組14人。評量工具包括:故事閱讀理解測驗、說明文閱讀理解測驗、閱讀態度 問卷、自我效能量表、及閱讀理解策略問卷等。在教學實驗的立即、持續、及遷移效果的考驗上,採「3*3受試者間受試者內混合設計」,所得資料以「二因子混合設計變異數分析」進行處理。 研究結果:1.「整合學習策略與動機訓練組」對增進閱讀理解困難兒童的「畫線策略」具立即效果。2.「策略訓練組」對增進閱讀理解困難兒童的故事 體文章的「字面理解」具立即效果。3.唯兩實驗組對其他閱讀態度、自我效能、閱讀策略、故事體文章閱讀理解的各分量表,均未具立即和持續效果。4.「整合學習策略與動機訓練組」及「策略訓練組」對增進閱讀理解困難兒童將在故事體文章所學的閱讀策略遷移應用到說明體文章的閱讀理解上未具立即及持續效果。 本文並針對這些研究結果進行討論及對未來的教育和研究提出建議。 |
英文摘要 | The main objective of this study is to test the effect of "reading comprehension training program of integrated learning strategies and motivations" which proposed by this researcher. The subjects are 42 fifth-grade less skilled readers from Taipei Municipal Tund-Yuan Elementary School. The subjects are randomly assigned into "the group with integrated training strategies and motivation", "the strategy training group" and "the control group" The instruments employed in this study include: reading attitude questionnaire, self-efficacy scale, reading comprehension strategies questionnaire, test of reading comprehension of narrative articles, and test of reading comprehension of explanatory articles. Regarding the investigation of the immediate effect and maintenance effect of the training of the two experimental groups, this study adopted the "3*3 between-subjects and within-subjects mixed design" The obtained information was analyzed with analysis of variance of two-factor mixed design. The result of the experiments indicated: (1)"The group with integrated training strategies and motivation" is more capable of promoting the use of "line-drawing strategies" than "the control group". (2)"The strategy training group" is more capable of promoting its performance on the literary comprehension of the narrative articles than "the control group". However, on the subscales of reading motivation, reading comprehension strategies, and reading comprehension of narrative articles, the two experimental groups did not show immediate or maintenance effect. (3)In the respect of transferring the learned comprehension strategies to the reading comprehension of the explanatory articles, the two experimental groups did not show immediate or maintenance effect. The researcher will also provide a discussion on the results of the study. Some recommendations shall be made regarding educational assistance and future studies. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。