整合式閱讀理解策略輔助系統對國小學童閱讀能力和策略運用的效果

黃嶸生

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整合式閱讀理解策略輔助系統對國小學童閱讀能力和策略運用的效果

The Effects of Integrated Strategies-based Reading Comprehension System on Elementary Students’ Abilities of Reading Comprehension and Strategies Application

黃嶸生 , Masters　　Advisor：張國恩;宋曜廷　　

繁體中文

閱讀理解；閱讀能力；閱讀策略； Reading Comprehension

Abstract │ Reference (103) │ Times Cited (31) │ Altmetrics

Abstract 〈TOP〉

本研究主要目的在根據閱讀歷程中的主要成份，設計相對的電腦化整合式閱讀理解策略輔助系統；探討整合式閱讀理解策略輔助系統對國小五、六年級學童閱讀理解能力、策略運用之影響；並探討不同閱讀能力學童在閱讀理解和策略運用之影響。
研究中的整合式閱讀理解策略輔助系統根據張國恩、蘇宜芬、宋曜廷（2000）的ASOIM模型為系統架構，並配合適當的閱讀策略開發設計。
本研究以桃園縣大勇國小五年級學童66名、六年級學童130名為對象。理解能力、策略運用的效果研究採不等組後測設計。研究中將受試者以班級為單位隨機分派為實驗組和控制組，實驗組在五年級部份共有32人（男生16人、女生16人），六年級部份共65人（男生35人、女生30人）；控制組在五年級部份共有34人（男生18人、女生16人），六年級部份共65人（男生34人、女生31人）。其中實驗組採用自行發展的整合式閱讀理解策略輔助系統教學，每週二次，每次50分鐘，為期11週22次。控制組不實施教學，只將相同的閱讀教材發給他們閱讀。
本研究前測以柯華葳（民88）「閱讀理解困難篩選測驗」區分高、低閱讀能力的學童，後測以蘇宜芬（民80）「故事體的閱讀理解測驗複本乙」、蘇宜芬（民80）「說明體的閱讀理解測驗複本乙」、「自我發問測驗」、「偵錯測驗」、「克漏字測驗」、「摘要效率」、「先前知識整合測驗」分別測量受試者在實驗處理結束一週內的故事體、說明體閱讀理解能力，故事體、說明體策略運用能力。所得資料以二因子共變數分析。
研究結果顯示：
1.閱讀歷程中的專注、選擇、組織、整合、及監控等成份，可以作為設計整合式閱讀理解策略輔助系統的依據，且系統對於提昇國小學童的閱讀能力和策略運用上有幫助。
2.整合式閱讀理解策略輔助系統在國小五、六年級學童的閱讀理解能力上：五年級在故事體方面沒有顯著的效果，但在說明體方面有顯著的效果；六年級在故事體與說明體上均有顯著的效果。
3.整合式閱讀理解策略輔助系統在國小五、六年級學童的策略運用上：五、六年級在自我發問策略的故事體和說明體上均有顯著的效果；五年級在偵錯策略的故事體上沒有顯著的效果，但在說明體上有顯著的效果；六年級在偵錯策略的故事體和說明體上均有顯著的效果；五、六年級在推論策略的故事體上均無顯著的效果，但在說明體上均有顯著的效果；五、六年級在摘要策略的故事體和說明體上均有顯著的效果；五、六年級在文章先前知識整合策略的故事體上均有顯著的效果，但在說明體上均無顯著的效果。
4.整合式閱讀理解策略輔助系統對於國小五、六年級的高、低閱讀能力學童，其在閱讀理解和策略運用的能力，大致上均有不錯的效果。

Parallel Abstract 〈TOP〉

The main purposes of this research were to design the computerized integrated strategies-based reading comprehension system; investigate the effects of integrated strategies-based reading comprehension system on fifth and sixth graders’ abilities of reading comprehension and strategies application; and investigate the effects on different reading abilities students’ abilities of reading comprehension and strategies application.
The subjects were 66 fifth grade students and 130 sixth grade students selected from an elementary school in Taoyuan City. Through random assignment, the subjects were divided into two group. The experimental group received the integrated strategies-based reading comprehension system, while the control group did not receive reading comprehension system.
Six instruments, namely, Narratives Reading Comprehension Test, Expository Reading Comprehension Test, Self-questioning Test, Error Detection Test, Cloze Test, Efficiency of Text summarization, Integration of Prior Knowledge Test, were used to measure abilities of reading comprehension and strategies application.
The data obtained were analyzed by two-way design ANCOVAs to test the effect of the system. The findings were as follows:
1. The reading processes, attending, selecting, organizing, integrating, and monitoring are appropriate for  the design an integrated strategies-based reading comprehension system, which is helpful to improve elementary students abilities of reading comprehension and strategies application.
2. The system showed no significant effects on the reading comprehension of narratives for fifth grade students but showed significant effects on reading comprehension of expository texts; system showed significant effects on reading comprehension of narratives and expository texts for sixth grade students.
3. The system showed significant effects on the self-questioning for fifth and sixth grade students; system showed no significant effects on error detection of narratives for fifth grade students but showed significant effects on error detection of expository texts; system showed significant effects on error detection of narratives and expository texts for sixth grade students; system showed no significant on the cloze test of narratives for fifth and sixth grade students but showed significant effects on cloze test of expository texts; system showed significant effects on the integration of prior knowledge test of narratives for fifth and sixth grade students but showed no significant effects on integration of prior knowledge test of expository texts.
4. For both the higher and less skilled readers of fifth and sixth graders, the system demonstrated positive effects on the majority of the abilities tested.

Reference ( 103 ) 〈TOP〉

朱經明（民84）。閱讀障礙與電腦輔助教學。特殊教育與復健學報，4期，頁153-161。
連結：
邱上真（民80）。學習策略教學的理論與實際。特殊教育與復健學報，1期，頁1-49。
連結：
洪碧霞，邱上真（民86）。國語文低成就學生閱讀表現之追蹤研究（Ⅲ）。國科會專題研究計畫成果報告。
連結：
蘇宜芬（民80），後設認知訓練課程對國小低閱讀能力學生的閱讀能力與後設認知能力之影響。國立臺灣師範大學教育心理與輔導研究所碩士論文。
連結：
Andre, M. E. D. A. & Anderson, T. H.（1978-79）.The self-questioning study technique. Reading Research Quarterly, 14, 605-623.
連結：

Times Cited (31) 〈TOP〉

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