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| Title: | 重複閱讀對於國小高年級低閱讀能力學童提升閱讀能力之成效
The Effect of Repeated Reading on the Improvement of Reading Ability for Senior Elementary School Students with Low Reading Ability |
| Authors: | 金紹敏
Jin, Shao-Min |
| Contributors: | 林巧敏
Lin, Chiao-Min
金紹敏
Jin, Shao-Min |
| Keywords: | 重複閱讀
低閱讀能力
報讀系統
圖像漫畫
Graphic comics
Repeated reading
Poor readers
Text-to-speech system |
| Date: | 2023 |
| Issue Date: | 2023-07-06 16:22:20 (UTC+8) |
| Abstract: | 本研究目的旨在探討重複閱讀對於提升兩位高年級低閱讀能力受試者的口語閱讀流暢度、識字量、閱讀理解能力之成效，研究方法為單一個案研究法中的多重介入設計A1-B1-M1-G1-A2-B2-M2-G2，將自變項設計為兩種方式：重複閱讀結合報讀系統與重複閱讀結合圖像漫畫，由此可比較不同設計方式對於提升受試者在閱讀能力上的立即、維持與類化成效差異。本研究結果如下：
一、口語閱讀流暢度：兩種重複閱讀設計對於提升兩位高年級低閱讀能力受試者的口語閱讀流暢度（包含朗讀速度與朗讀正確率），皆有中等至大的立即成效。朗讀速度資料顯示兩者皆沒有維持與類化成效；而重複閱讀結合報讀系統對於提升朗讀正確率有中等的維持成效，且對於聲韻覺識、聽音辨字能力佳者有類化成效，但對於字形辨識能力佳者無類化成效。最後，重複閱讀結合圖像漫畫則皆無維持與類化成效。
二、識字量：本研究結果顯示重複閱讀對於提升高年級低閱讀能力受試者的識字量有立即、維持成效，但類化成效較不顯著。在相同形式但字數較多的文本無類化成效，亦即當維持期結束，在類化期提供受試者字數多一百字的文本，受試者無法表現得與介入期一樣好，在分數呈現下滑的情況下，判斷為無類化成效。然而第二部分的資料顯示，甲在兩種識字測驗上皆有進步，乙僅在心理出版社的識字測驗上有進步。但因為較多項數據顯示無類化成效，且乙在閱讀評量教學網測驗的前後測中表現退步，因此判斷重複閱讀對於提升高年級低閱讀能力受試者的識字量有立即、維持成效，但類化成效較不顯著。
三、閱讀理解：重複閱讀對於提升高年級低閱讀能力受試者的閱讀理解有立即、維持與類化成效，且報讀系統相較圖像漫畫對於提升閱讀理解的立即成效更大：報讀系統對於提升兩位受試者的閱讀理解皆有大的立即成效，圖像漫畫則僅有小至中的立即成效，但兩種重複閱讀皆有中度的維持成效。且在經過一學期的重複閱讀教學介入，即使讓受試者接受不同形式的閱讀測驗，受試者仍能呈現較前測更好的閱讀表現。綜上所述，重複閱讀對於提升高年級低閱讀能力學童的閱讀理解有立即、維持與類化成效
四、兩種教學比較：本研究結果顯示重複閱讀結合報讀系統對於提升高年級低閱讀能力受試者的朗讀正確率與閱讀理解之成效較圖像漫畫佳，而重複閱讀結合圖像漫畫對於提升高年級低閱讀能力者的朗讀速度之成效較報讀系統佳。
The purpose of the study is to investigate the effectiveness of repeated reading for oral reading fluency, literacy, and reading comprehension. Two senior elementary school students with low reading ability were recruited. A single case study method with multiple interventions A1-B1-M1-G1-A2-B2-M2-G2 was adopted. To compare the immediate, maintenance, and generalized effects of the different designs on the subjects’ reading ability, two self-variable items were designed: repeated reading combined with a text-to-speech (TTS) system and with graphic comics. The result of the present study is as follows:
1.Oral Reading Fluency: Both designs of repeated reading showed moderate to large immediate effects on improving the oral reading fluency (including the reading speed and accuracy) of two participants. However, there were no maintenance or generalization effects observed in reading speed. Repeated reading combined with the TTS system had a moderate maintenance effect on improving reading accuracy, and it showed a generalization effect for students with good phonological awareness but not for those with good visual word recognition skills. On the other hand, repeated reading combined with graphic comics showed no maintenance or generalization effects.
2.Literacy: The results of this study revealed that repeated reading had immediate and maintenance effects on literacy of two participants, but the generalization effect was not significant. When presented with texts of the same format but with more words, there was no generalization effect observed. In other words, when the maintenance period ended and participants were given texts with an additional one hundred words during the generalization phase, they were unable to perform as well as during the intervention phase, resulting in a decline in scores. However, the data from the second part indicated that participant A showed improvement on both vocabulary tests, while participant B only showed improvement on the test from the psychological publishing company. Nevertheless, due to the lack of significant generalization effects in multiple data sets and the regression in participant B`s performance on the pre- and post-tests, it can be concluded that repeated reading has immediate and maintenance effects on literacy of two participants, but the generalization effect is not significant.
3.Reading Comprehension: Repeated reading had immediate, maintenance, and generalization effects on improving the reading comprehension of two participants. Moreover, the TTS system yielded greater immediate effects on improving reading comprehension compared to graphic comics. Both repeated reading approaches showed moderate maintenance effects. Even after a semester of repeated reading intervention, the participants exhibited better reading performance compared to the pre-test when presented with different forms of reading assessments. In summary, repeated reading has immediate, maintenance, and generalization effects on improving the reading comprehension of two participants.
4.Comparison of the Two Instructional Approaches: The results of this study indicate that repeated reading combined with the reading system is more effective than repeated reading combined with graphic comics in improving the accuracy of oral reading and reading comprehension among the participants with low reading proficiency. However, repeated reading combined with graphic comics is more effective than the reading system in improving reading speed among the participants. |
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| Description: | 碩士
國立政治大學
圖書資訊學數位碩士在職專班
110913022 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110913022 |
| Data Type: | thesis |
| Appears in Collections: | [E-learning Master Program of Library and Information Studies] Theses
|
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| 302201.pdf | | 6155Kb | Adobe PDF2 | 109 | View/Open |
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