說明文連貫性對兒童閱讀理解之影響

A Study on the Impact of Different Exposition and Text Coherence on Children’s Reading Comprehension

林素玲(Su-Ling Lin)

指導教授 ： 連啟舜

國立中正大學/教育學院/教育學研究所/碩士(2014年)

摘要

本研究目的在探討不同閱讀能力兒童對不同說明文文章連貫性的閱讀理解影
響。研究對象為小學二年級和四年級學生，並分別閱讀因果式和問題解決式說明文，
其文章連貫性分別為「局部&整體都連貫」、「局部連貫&整體不連貫」、「局部不連貫
&整體連貫」以及「局部&整體都不連貫」等四種版本。閱讀完文本，將進行研究者
自編的閱讀理解文本測驗，該測驗包括兩種向度：說明文文本結構和文章連貫性，並
以二因子變異數分析進行統計考驗，以了解不同閱讀能力兒童對於不同說明文文章連
貫性之閱讀理解表現情形。
本研究發現如下：
一、「文章連貫性」對國小二、四年級的學生在不同文章結構之文本的文本理解和推
論理解大多無顯著差異，僅有小四學生在因果式說明文本試題表現有顯著差
異，其中以「整體&局部都連貫」的理解表現最佳。
二、「閱讀能力」對國小二、四年級的學生在不同文章結構之文本的文本理解和推論
理解大多有顯著差異，高閱讀能力的學生的理解表現顯著優於低閱讀能力的學
生，僅有小二學生在問題解決式說明文推論試題的表現無顯著差異。
最後，研究者針對研究結果加以討論，並提出建議以為未來教學與研究之參考。

關鍵字

文章連貫性 ； 文章結構 ； 說明文 ； 閱讀理解

並列摘要

The purpose of this study was to explore the impact of children’s different reading
ability on the reading comprehension of the different expositions and text coherence.
Samples are collected from the second and fourth graders in elementary school. The
participants were asked to read four coherent expositions of causation and problem solving,
including four versions of "both partial & overall coherence", " partial coherence & overall
incoherence," "partial incoherence & overall coherence "and" neither partial nor overall
coherence ." After reading the texts, the students will be asked to take the test of reading
comprehension. Two different dimensions, the expository textual structure and the
coherence of articles, were used to assess the students’ comprehension performances.
Furthermore, two-way analysis of variance（one-way ANOVA）was utilized to
evaluate of the performances of the children who have different abilities in reading
comprehension according to the textual coherence of the articles.
The results were as follows：
First, the “article coherence” had no significant impact on the reading comprehension
and the inference of the various structure texts for the fourth and the second graders in
elementary schools; however there was a significant difference in the performance of the
text-based questions on the causal expositions among the fourth graders, especially on the
performance of the "both local & global coherent "understanding of the expositions.
II I
Second, the "reading ability" had a significant difference in text comprehension and
inference comprehension on the various structure texts for the second and the fourth
graders. The students with high-level reading ability perform better than those with
low-level reading ability. However, there was no significant difference in
problem-solving style expository inference questions among the second graders.
Finally, the researcher discussed the findings, and then suggestions were made for
school teaching and further studies according to the results shown above.

並列關鍵字

coherence ； text structure ； expository text ； read comprehension

參考文獻

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