實施身教式持續安靜閱讀對國小五年級生識字能力與閱讀理解能力影響之實驗研究

本研究旨在探討實施身教式持續安靜閱讀與班級共讀兩種閱讀模式對五年級學童識字能力及閱讀理解能力提升之影響差異，並探究實施身教式持續安靜閱讀之閱讀行為改變，為完成上述研究目的，本研究採準實驗研究法，以高雄市某國小五年級的兩個班級共53人為對象，透過電腦化中文識字量測驗、國小五年級閱讀理解成長測驗、研究者自編身教式持續安靜閱讀回饋單蒐集資料並進行分析與詮釋，所得之研究發現如下：一、實施身教式持續安靜閱讀後有顯著地提升五年級學童識字能力。二、實施身教式持續安靜閱讀有顯著地比班級共讀更能提升五年級學童識字能力。三、實施身教式持續安靜閱讀有顯著地提升五年級學童短篇記敘文閱讀理解能力。四、實施身教式持續安靜閱讀有顯著地比班級共讀更能提升五年級學童閱讀理解能力。根據以上研究結果，提出具體建議，以供實施相關教學或後續研究之參考。

關鍵字

身教式持續安靜閱讀；識字能力；閱讀理解能力

並列摘要

The purpose of this study is to explore the differences in the effects of modeled sustained silent reading and shared reading on the improvement of the literacy and reading comprehension abilities of fifth grade students, and to explore the changes in reading behaviors of implementing the practice-based continuous quiet reading. This research adopts quasi-experimental research method, a total number of 53 Fifth graders were included in the study , through the Computerized Chinese Character Recognition Test, the fifth grade reading comprehension growth test, the modeled sustained silent reading feedback sheet to collect data , After analyzing the data, the results are as follows： 1.Modeled sustained silent reading has a significant positive effect on fifth graders’ literacy. 2.Modeled sustained silent reading has a significant positive effect on fifth graders’ literacy than shared reading . 3.Modeled sustained silent reading has a significant positive effect on fifth graders’ reading comprehension of short narrative article. 4. Modeled sustained silent reading has a significant positive effect on fifth graders’ reading comprehension than shared reading . Based on the results of this study, suggestions are provided for teachers, schools and researchers in the future.