本研究旨在探討運用體現認知理論所建構之閱讀教學策略對幼兒閱讀理解之提升成效,並了解體現認知策略及視覺線索策略對幼兒閱讀理解之影響。本研究採實驗研究法,研究對象為嘉義市某公立幼兒園之五足歲幼兒,共計68位為受試對象,採S形分配,分派至 A體現認知、B視覺線索、或C口語理解等三組。再以組別為自變項,自編閱讀理解與記憶測驗之「理解層面」、「記憶層面」、「整體層面」為依變項進行單因子變異數分析,以比較不同組別在自編閱讀測驗之三層面之得分表現情形。 研究結果發現: 一、 體現認知組在自編閱讀理解測驗之「理解層面」、「記憶層面」與「整體層面」皆顯著優於口語理解組。 二、 體現認知組與視覺線索組在自編閱讀理解測驗的得分表現差異,會因文本的難易度而產生不同的結果。 最後本研究依據研究結果與討論提出對幼兒閱讀教學及未來研究上的建議。
The purpose of this study was to determine whether reading strategies based on embodiment theory could enhance young children’s reading comprehension, and to understand the impacts on children’s reading comprehension by contrasting the following three strategies: embodied cognition, visual cues strategy and oral presentation. Sixty-eight five years old children from two public kindergartens in Chia-Yi City participated in the study, and were evenly assigned into three groups by balancing their oral language abilities. Three types of reading scores served as dependent measures: text memory, comprehension and overall reading performance. One way ANOVA revealed the following findings: 1.The embodied cognition participants outperformed those in the oral presentation group on all three measures. 2.Text difficulty modulated the patterns of differences between embodied cognition group and the visual cue group.