文章結構標示與閱讀理解－以低年級學生為例

Improving Children's Reading Comprehension with Highlighted Text Structures

柯華葳(Hwa-Wei Ko) ； 陳冠銘(Kuan-Ming Chen)

《教育心理學報》 36卷2期 (2004/12) Pp. 185-200

https://doi.org/10.6251/BEP.20041008

摘要

本研究期冀以標示文章結構和附加問題提升小學一至三年級兒童的閱讀理解。研究者採用故事體和說明文兩種文體的文章，將文中與文體結構有關的關鍵語詞以Flash動畫或採用附加問題標示出來。239位學童在電腦上分別閱讀經過標示的文章和未標示過的文章，讀後並進行主旨題、重點記憶題和辨識題的閱讀理解測驗。研究結果顯示，在控制識字量以後，整體而言，標示有助於主旨和重點記憶成績的提升。附加問題對一年級學生來說可能增加閱讀負擔而對理解提升沒有幫助。此外，學生在辨識題的答對率都比主旨題或重點記憶題好，顯示學生讀過文章後能辨識所讀的是什麼，卻無法整合所讀，產生主旨。這是教學上值得注意的地方。

關鍵字

文章結構 ； 附加問題 ； 結構標示 ； 閱讀理解

並列摘要

The objective of this study was to determine if highlighted text structures could improve the reading comprehension of school-aged children. With the help of Flash software or adjunct questions, text structures and key words were emphasized. To prove the effectiveness of the innovation, experiments were conducted at an elementary school in Taipei. A total of 239 first to third grade students participated in the study. Recognition and memory of key concepts and main ideas were tested. The results showed a positive effect of the structure-highlighted text in promoting reading comprehension. However, as the children aged, word recognition played a crucial part in the explanation of comprehension scores. Details and their applications will be discussed in the paper.

並列關鍵字

highlighted text structure ； adjunct questions ； reading comprehension

參考文獻

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