Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/50709
|
| Title: | 閱讀網絡圖對臺灣高中生閱讀理解成效之研究
An investigation into the effects of graphic organizers on reading comprehension of senior high school students in Taiwan |
| Authors: | 羅文卿 |
| Contributors: | 許炳煌
羅文卿 |
| Keywords: | 閱讀網絡圖
閱讀理解
閱讀態度
閱讀教學
graphic organizer
reading comprehension
attitude toward reading
reading instruction |
| Date: | 2010 |
| Issue Date: | 2011-09-29 16:23:29 (UTC+8) |
| Abstract: | 本研究旨在探討使用閱讀網絡圖對於臺灣高中生閱讀理解能力的影響，並分析學習者對於使用閱讀網絡圖後的態度觀感。
根據研究目的，所採用的實驗工具為閱讀理解測驗以及態度問卷。實驗對象為台中市某私立高中的92名學生。實驗進行前，實驗組與對照組的學生們接受閱讀理解前測。在為期六週的教學期間，實驗組接受閱讀網絡圖教學訓練，而對照組則接受傳統的教師講述閱讀教學方式。實驗後，兩組學生接受閱讀理解後測；實驗組另在後測結束後填寫問卷。資料分析透過描述性統計、T檢定、與ANOVA檢視閱讀網絡圖教學的效益；問卷旨在瞭解學生對於閱讀網絡圖輔助閱讀理解的態度和看法。
研究主要結果如下：
1.閱讀網絡圖有助於學生閱讀理解。此外，閱讀網絡圖對於學生在回答克漏字網絡圖題型有助益，但其顯著差異並未反映在選擇題的作答表現上。
2.學生對於閱讀網絡圖抱持正面的態度。第一，他們給予網絡圖正面回饋；第二，他們肯定網絡圖對於閱讀理解及文章架構的助益；第三，他們表示有意願在未來應用閱讀網絡圖於英語文章或其他學科的學習上。
綜合研究結果，本研究透過瞭解閱讀網絡圖在閱讀教學上的效益，期能提供教師對於閱讀網絡圖的使用有更一步的瞭解，以充分幫助學生的英語閱讀學習。
The present study aimed to investigate the effects of graphic organizer instruction on Taiwanese senior high school students’ reading comprehension. Also, it explored students’ attitudes toward the use of graphic organizers.
Based on the purpose of this study, instruments included reading comprehension tests and an attitude questionnaire. Two intact classes of 92 private senior high school second-grade female students in Taichung City participated in the study. The classes were first divided into the experimental group and the control group. Before the treatment, the reading comprehension pre-test was administrated. During the six-week instruction, the experimental group received graphic organizer instruction, while the control group received the traditional reading instruction. After that, the effects of graphic organizer instruction were evaluated through measures of reading comprehension post-test. The attitude questionnaire was distributed to the experimental group right after the post-test. The quantitative analysis of the mean scores on comprehension tests was conducted through descriptive statistics, t-Tests, and two-way ANOVA to indicate the effects of graphic organizers. In addition, the data of the questionnaire were analyzed for students’ attitudes toward and perceptions of graphic organizers.
The major findings of the study were listed below:
1. The results of comprehension tests showed a significant effect of graphic organizer instruction on reading comprehension of senior high school students. Besides, the graphic organizer instruction positively affected students’ performance on answering cloze graphic organizer questions, while its effect on students’ answering multiple-choice questions was not salient.
2. Information gathered from the questionnaire indicated students’ positive attitudes toward the facilitation of graphic organizers. First, the students expressed positive feedbacks toward the use of graphic organizers. Second, they confirmed the benefits of graphic organizer instruction like increasing their reading comprehension and familiarizing themselves with text structure. Third, they generally showed their willingness to apply the use of graphic organizers to future learning while reading English articles or studying other subjects.
To conclude, this study may be of importance in understanding the effectiveness of graphic organizers in its application of reading instruction, as well as in providing English teachers with a better understanding of how to use graphic organizers so as to offer learners with best help. |
| Reference: | REFERENCES
Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print, Cambridge, Mass.: MIT Press.
Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. NY: Cambridge University Press.
Ajideh, P. (2003). Schema theory-based pre-reading tasks: A neglected essential in the ESL reading class. The Reading Matrix, 3(1), 1-14.
Alvermann, D. E. (1981). The compensatory effect of graphic organizers on descriptive text. The Journal of Educational Research, 75(1), 44-48.
Anderson, N. J. (1999b). Exploring second language reading: Issues and strategies. Boston: Heinle & Heinle.
Antonacci, P. A. (1991). Students search for meaning in the text through semantic mapping. Social Education, 55(3), 174-175.
Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1991). Does text structure/summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22(3), 331-346.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. NY: Grune & Stratton.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. NY: Holt, Rinehart and Winston.
Avery, P. G., Baker, J., & Gross, S. H. (1997). “Mapping” learning at the secondary level. The Clearing House, 70(5), 279-285.
Baker, L. & Brown, A. L. (1984). Cognitive monitoring in reading. In J. Flood (Ed.). Understanding reading comprehension. Newark, DE: International Reading Association.
Barron, R. F. (1969). The use of vocabulary as an advance organizer. In H. L. Herber & P.L. Sander (Eds.), Research in reading in the content areas: First year report (pp. 29-39). NY: Syracuse University.
Baumann, J. F. (1983). Direct instruction reconsidered. Journal of Reading, 31(8), 712-718.
Baxendell, B. W. (2003). Consistent, coherent, creative: The 3 C`s of graphic organizers. Teaching Exceptional Children, 53(3), 46-53.
Bernard, R. M. (1991). Effects of processing instructions on the usefulness of a graphic organizer and structural cueing in text. Instructional Science, 19, 207-216.
Berkowitz, S. J. (1986). Effects of instruction in text organization on sixth-grade students memory for expository reading. Reading Research Quarterly, 21(2), 161-179.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language pedagogy, 2nd, 298-316. New York: Longman.
Carrell, P. L. (1984). The effect of rhetorical organization on ESL readers. TESOL Quarterly, 18(3), 41
Carrell, P. L.(1988a). Introduction: Interactive approaches to second language reading. In P. L. Carrel, J. Devine, D. E. Eskey, Interactive Approaches to Second Language Reading, pp. 1-8. Cambridge.
Carrell, P. L. (1988b). Some causes of text-boundedness and schema interference in ESL reading. In P. L. Carrel, J. Devine, D. E. Eskey, Interactive Approaches to Second Language Reading, pp. 101-113. Cambridge.
Carrell, P. L. & Eisterhold, J. C. (1983). Schema theory and ESL pedagogy. TESOL Quarterly, 17(4), 553-573.
Chang, K. E., Sung, Y.T., & Chen, I.D (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 71(1), 5-23.
Cho, K. S. & Krashen, S. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37, 662-667.
Cziko, G. A. (1978). Differences in first and second language reading: the use of syntactic, semantic and discourse constraints. Canadian Modern Language Review, 34, 473-489.
Day, R. R. & Bamford, J. (1998) Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Dechant, E. (1991). Understanding and teaching reading: An interactive model. Hillsdale, NJ: Lawrence Erlbaum.
DiCecco, V. M. & Gleason, M. M. (2002). Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35(4), 306-320.
Doyle, C. S. (1999). The use of graphic organizers to improve reading comprehension of learning disabled students in social studies. (Eric Reproduction Service No. ED 427313)
Drafke, M. (1993). Graphic Organizers. Retrieved from December 20, 2008 from http://www.cod.edu/people/facult/drafke/graphic%20organizes.htm
Earle, R. A. (1969). Use of the structured overview in mathematics classes. In H. L. Herber & H. L. Sander (Eds.), Research in reading in the content areas: First year report (pp. 49-58). NY: Syracuse University.
Eskey, D. E. (1988). Holding in the bottom: an interactive approach to the language problems of second language readers. In P. L. Carrell, J. Devine, D. E. Eskey, Interactive Approaches to Second Language Reading, pp. 93-100. Cambridge.
Spiegel, G. F., & Barufaldi, J. P. (1994). The effects of a combination of text structure awareness and graphic postorganizers on recall and retention of science knowledge. Journal of Research in Science Teaching, 31(9),913-932.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406.
Grabe, W. (1999). Developments in reading research and their implications for computer-adaptive reading assessment. In M. Chalhoub-Deville (Ed.), Issues in computer-adaptive testing of reading proficiency, pp.111-147. Cambridge: Cambridge University Press.
Griffin, C. C., Malone, L. D. & Kameenui, E. J. (1995). Effects of graphic organizer instruction on fifth-grade students. The Journal of Educational Research, 89(2), 98-107.
Hanf, M. B. (1971). Mapping: A technique for translating reading into thinking. Journal of Reading, 14(4), 225-230.
Heimlich, J., & Pittelman, S. D. (1986). Semantic mapping: Classroom applications. Newark, Delaware: International Reading Association.
Huang, L. Y. (2003). Using concept mapping as a strategy to improve the English reading comprehension. Unpublished master’s thesis, Tzu Chi University, Hualien, Taiwan.
Huang, C. Y. (2006). The effects of story mapping on picture writing for EFL senior high school students in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Hudson, T. (1982). The effect of induced schemata on the “short circuit” in L2 reading: Non-decoding factors in L2 reading performance. Language Learning, 32(1), 1-25.
Jiang, X. Y., & Grabe, W. (2007). Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language, 19(1), 33-45.
Johnson, L. L. (1989). Learning across the curriculum with creative graphing. Journal of Reading, 32(6), 509-519.
Kennedy, C., & Bolitho, R. (1984). English for specific purposes. London: Macmillan.
Katayama, A. & Robinson, D. H. (2000). Getting students “partially” involved in note-taking using graphic organizers. The Journal of Experimental Education, 68(2), 119-133.
Kim, A. H., Vaughn, S, Wanzek, J., & Wei, S.J. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37(2), 105-118.
Krashen, S. (1993). The power of reading. Englewood, CO: Libraries Unlimited.
Kuo, P. C. (2003). Effects of semantic maps on reading comprehension: A post-reading design. The Twentieth Conference on English Teaching and Learning in the Republic of China (pp. 231-249). Taipei: The Crane Publishing Co., Ltd.
Lao, C. Y., & Krashen, S. (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28, 261-270.
Lipson, M. (1995). The effect of semantic mapping instruction on prose comprehension of below-level college readers. Reading Research and Instruction, 34(4), 367-378.
Liou, M. C. (2005). Concept mapping as a small group task on reading comprehension of EFL senior high students. Unpublished master’s thesis, National Chung Cheng University, Chiayi, Taiwan.
Lu, L. S. (2006). The effects of semantic mapping strategy on EFL high school students’ reading comprehension. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Mason, B. & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 91-102.
Mautone, P. D. & Mayer, R. E. (2007). Cognitive aids for guiding graph comprehension. Journal of Educational Psychology, 99(3), 640-652.
Mayer, R. E. (1984). Aids to text comprehension. Educational Psychologist, 19(1), 30-42.
Merkley, D. M., & Jefferies, D. (2001). Guidelines for implementing a graphic organizer. The Reading Teacher, 54(4), 350-357.
Moore, D. W., & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78(1), 11-17.
Novak, J. D. (1990). Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional Science,19, 29-51.
Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Oxford: Heinemann.
Paran, A. (2003). English teaching essential—Intensive reading. English Teaching Professional, 28, 40-49.
Peresich, M. L., Meadows, J. D., & Sinatra, R. (1990). Content area cognitive mapping for reading and writing proficiency. Journal of Reading, 33(5), 424-432.
Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169-201). Needham Heights, MA: Allyn & Bacon, Pearson Education Company.
Reutzel, D. R. (1986). Investigating a synthesized comprehension instructional strategy: The cloze story map. Journal of Educational Research, 79(6), 343-349.
Robb, T. N. & Susser, B. (1989). Extensive reading vs. skills building in an EFL context. Reading in a Foreign Language, 5(2), 239-251.
Robinson, D. H. (1998). Graphic organizers as aids to text learning. Reading Research and Instruction, 37(2), 85-105.
Schmidt-Rinehart, B. C. (1994). The effects of topic familiarity on second language listening comprehension. The Modern Language Journal, 78(2), 179-189.
Sharp, A. (2002). Chinese L1 schoolchildren reading in English: the effects of rhetorical patterns. Reading in Foreign Language, 14(2), 111-135.
Sheu, S. P. H. (2004). The effects of extensive reading on learners’ reading ability development. Journal of National Taipei Teachers College, 17(2), 213-228.
Sinatra, R. C. (2000). Teaching learners to think, read, and write more effectively in content subjects. Clearing House, 73(5), 266-273.
Sinatra, R. C., Stahl-Gemake, J., & Morgan, N. W. (1986). Using semantic mapping after reading to organize and write original discourse. Journal of Reading, 30(1), 4-13.
Sturm, J. M., & Rankin-Erickson, J. L. (2002). Effects of hand-drawn and computer-generated concept mapping on the expository writing of middle school students with learning disabilities. Learning Disabilities Research and Practice, 17(2), 124-139.
Teng, H. C. (1994). The Effects of Visual Cues on the EFL Listening Comprehension by Technology College Students in Taiwan. Papers from the 9th T. V. E. Conference of R. O. C., 247-258.
Tang, G. M. (1992). The effect of graphic representation of knowledge structure on ESL reading comprehension. Studies in Second Language Acquisition, 14(2), 177-195.
Taylor, B. M. (1992). Text structure, comprehension, and recall. In S. J. Samuels, & A. E. Farstrup, (Eds.), What research has to say about reading instruction (pp. 220-235). Newark, DE: International Reading Association.
Yang, T. H. (2002). Comparing the senior high school ESL curriculum in four Asian countries. The Proceedings of the 11th International Symposium on English Teaching/Fourth Pan-Asian Conference, 592-598. Taipei: The Crane Publishing Co. Ltd.
Zipprich, M. A. (1997). Web-making: An easy but critical step to better writing. Reading and Writing Quarterly: Overcoming Learning Difficulties, 13(4), 391-395. |
| Description: | 碩士
國立政治大學
英國語文學研究所
94551020
99 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0945510201 |
| Data Type: | thesis |
| Appears in Collections: | [英國語文學系] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| index.html | 0Kb | HTML2 | 493 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
