可解碼式繪本故事書對國中低成就學生之拼讀能力及自我效能感的影響

Effects of Using Decodable Picture Books on Improving Junior High School At-Risk Students’ Word Reading, Spelling Ability, and Self-Efficacy

陳怡婷(Yi-Ting Chen)

指導教授 ： 陳玉美

國立中正大學/文學院/英語教學研究所/碩士(2013年)

摘要

研究指出，自然發音教學結合相關文本閱讀能夠顯著提升學生的字音知識和拼讀技巧。但許多相關研究著重的對象為國小學童，而非青少年或閱讀困難者。此外，多數台灣的研究沒有將相關閱讀文本融入在自然發音教學中。只有極少數的研究解釋到如何挑選文本，以及設計相對應的拼讀教學。鑑於這些文獻的不足，本研究在補救教學班中設計自然發音結合繪本故事閱讀的課程，以強化低成就國中生之基礎拼讀能力，主要目的是檢測學生在字音知識，拼讀技巧，閱讀自我效能感及學習態度的改變。在十四週的教學中，教師研究員以有系統的方式引導學生辨認字音，切分和混合音素，以及練習朗讀故事。本研究選了兩套繪本: Dr. Maggie’s Phonics Reader和Free Phonetic Readers。這兩套繪本皆有特定的發音重點，簡單的句型和故事情節，以及生動的圖片。資料分析來源為字母發音與唸字測驗、拼寫、故事朗讀測驗、觀察日誌，和錄音檔案。以Bandura自我效能理論為依據的「讀者自我感知量表」經修改後，也用於本研究中來檢測學生在閱讀自我效能感的改變。結果顯示，學生在字母發音，唸字，故事朗讀精準度與拼字正確率皆有顯著進步;他們的拼讀能力也發展到更高的階段。最後，多數學生對此教學抱持正向態度；其閱讀效能感也有顯著提升。

關鍵字

唸字 ； 低成就學生 ； 閱讀困難者 ； 補救教學 ； 閱讀自我效能感 ； 可解碼式文本 ； 自然發音 ； 拚字

並列摘要

Phonics instruction implemented with connected text is reported to significantly reinforce students’ letter-sound knowledge, word reading, and spelling skills. However, most of the related studies focus on elementary children, not on adolescent learners or struggling readers. Besides, many studies in Taiwan do not include connected text in phonics instruction. Only very few studies explain how to select the text and design phonics lessons with the text. In view of these gaps in literature, the study designed phonics lessons combined with picture books to strengthen at-risk 7th graders’ basic reading and spelling skills in a remedial class, and aimed to investigate their changes in word reading, spelling skills, self-efficacy, and learning attitude.
In a 14-week program, the teacher researcher systematically guided students to recognize letter sounds, segment and blend phonemes, and practice reading the stories. Two sets of decodable picture books were used—Dr. Maggie’s Phonics Reader and Free Phonetic Readers, featured by specific letter-sound patterns embedded in simple sentences, basic storylines, and vivid illustrations. Data were collected from assessments of letter sounds, word reading, spelling, story reading, observation journals, and sound recording. A modified version of Reader Self-Perception Scale, grounded in Bandura’s self-efficacy theory, was also utilized to examine students’ changes in reading self-efficacy.The findings showed that students made significant progress in reading letter sounds, words, stories, and spelling accuracy; their reading and spelling skills moved to higher developmental stages. Most of them also possessed a positive attitude toward the instruction; their reading self-efficacy was also significantly boosted.

並列關鍵字

word reading ； at-risk students ； struggling readers ； remedial class ； reading self-efficacy ； decodable text ； phonics ； spelling

參考文獻

National Chung Cheng University.

Adams, M. J. (1990). Beginning to read, thinking and learning about print.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction (4th ed.). Columbus, OH: Merrill.

Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 24, 49-66.

Burns, J. M., & Richgels, D. J. (1989). An investigation of task requirements associated with the invented spellings of 4-year-olds with above average intelligence. Journal of Reading Behavior, 21, 1–14.