國小高、低閱讀能力學童圖文閱讀的理解策略

Investigating the Strategies Used by High and Low Reading Ability Children while Reading an Illustrated Text

張菀真(Wan-Chen Chang) ； 辜玉旻(Yu-Min Ku)

《臺北市立教育大學學報. 教育類》 42卷2期 (2011/11) Pp. 93-121

https://doi.org/10.6336/JUTe/2011.42(2)4

摘要

本研究目的在探究高、低閱讀能力的國小學童在閱讀附有插圖的科學文章時，其閱讀策略的使用差異及插圖運用狀況。研究對象為32名國小六年級學生，以放聲思考法的口述資料了解學童如何運用閱讀理解策略。結果顯示無論閱讀能力高或低的學生均善於利用與先備知識相關的策略進行理解。當分析放聲思考的內容時，發現高閱讀能力學生的解釋會緊扣文章主題或該段落的概念，較不偏離文章大意；而低閱讀能力學生卻常受限於段落中的文字，僅延伸該字詞的意涵，導致對於文章的理解產生偏移。此外，高閱讀能力者多針對自己不熟悉的概念，進行相關的插圖閱讀，並注意插圖內的細節；而低閱讀能力者較無法尋找適配文字的插圖訊息，且易有圖文對應性不一致的狀況。

關鍵字

放聲思考 ； 圖文閱讀 ； 閱讀理解策略

並列摘要

The objectives of the study are to (1) explore the process of how elementary school students integrate information from text and illustration, and (2) investigate how reading ability influences their strategy when they read an illustrated text. The participants were 32 sixth graders grouped into high- and low-ability subgroups based on their performance on a reading comprehension test. To explore the strategies adopted by students, they were asked to ”think aloud” when they read the illustrated text. The results indicated that both groups of students frequently activated prior knowledge to assist their comprehension. Students in the high-ability group often had prior knowledge related to the main concepts, while students in the low-ability group were more inclined to focus on previously unrelated knowledge or experience. Additionally, when analyzing students' reading behaviors, the results showed that students in the high-ability group were more likely to inspect the illustration carefully to study the detailed features and they also spent more time reading the corresponding text. Students in the low-ability group tended to detract their attention depending on the colors and layouts of the adjunct illustration.

並列關鍵字

think aloud ； reading comprehension strategies ； reading illustrated text

參考文獻

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