Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/60027| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 葉潔宇 | zh_TW |
| dc.contributor.advisor | Yeh, Chieh Yue | en_US |
| dc.contributor.author | 林虹伶 | zh_TW |
| dc.contributor.author | Lin, Hung Ling | en_US |
| dc.creator | 林虹伶 | zh_TW |
| dc.creator | Lin, Hung Ling | en_US |
| dc.date | 2011 | en_US |
| dc.date.accessioned | 2013-09-04T06:55:47Z | - |
| dc.date.available | 2013-09-04T06:55:47Z | - |
| dc.date.issued | 2013-09-04T06:55:47Z | - |
| dc.identifier | G0097951004 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/60027 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 英語教學碩士在職專班 | zh_TW |
| dc.description | 97951004 | zh_TW |
| dc.description | 100 | zh_TW |
| dc.description.abstract | 本研究旨在了解並比較重覆閱讀及非重覆閱讀對於國小四年級學童的口語閱讀流暢度的影響。本研究以台灣北部某國小四年級中的兩個班級為研究對象，共為59人。此閱讀能力相近的兩個班級經隨機分派指定為重覆閱讀組及非重覆閱讀組。在為期16週，每週一節的實驗教學中，重覆閱讀組以重覆閱讀法每週閱讀同一本英文讀本，而非重覆閱讀組以非重覆閱讀法每週閱讀兩本讀本。兩組皆於教學前及教學後接受口語閱讀測驗，以了解接受不同教學法的學童在口語閱讀速度及正確性是否有差異。測驗所得的資料以成對樣本t檢定及獨立樣本t檢定分析進行統計分析。\n 研究結果顯示重覆閱讀與非重覆閱讀皆能顯著提升研究對象的口語閱讀速度及正確性。此外，非重覆閱讀與重覆閱讀對於受試學童的口語閱讀流暢度顯示相似的成效。此研究結果盼能提供教學者彈性的運用此兩種閱讀教學法並更加重視口語閱讀流暢性的重要。 | zh_TW |
| dc.description.abstract | The study aims to examine and compare the effect of assisted repeated reading (RR) and non-repeated reading (Non-RR) approaches on EFL young learners` oral reading rate and accuracy rate. Two classes with homogenous reading level consisting of 59 fourth graders were selected from one elementary school in northern Taiwan and were randomly assigned to two groups, the RR and Non-RR group. During the 16-week instruction, one period of class per week, the RR group practiced reading aloud on one reader with assisted repeated reading approach, whereas the Non-RR group practiced reading aloud on two readers with assisted non-repeated reading approach each class. The data collected from the pretest and posttest assessing the participants’ oral reading rate and accuracy rate were analyzed by paired samples t-tests and independent samples t-tests. \n The results revealed that the RR and Non-RR groups performed equivalent growth on their reading rate and accuracy rate with significant improvement. It is hoped that the findings provide a deeper understanding on the effect of assisted repeated reading and non-repeated reading on EFL young learners’ oral reading fluency and are applied in classrooms. \n | en_US |
| dc.description.tableofcontents | Acknowledgements........................................vi\nTABLE OF CONTENTS.......................................vii\nLIST OF TABLES..........................................xi\nLIST OF FIGURES.........................................xi\nABSTRACT................................................xvii\nCHAPTER ONE.............................................1\nINTRODUCTION............................................1\n Background and motivation of this study................1\n Purpose of the study...................................2\n Research Questions.....................................3\n Significance of the study..............................3\n Definition of the terms................................4\nCHAPTER TWO.............................................5\n LITERATURE REVIEW......................................5\n Reading fluency........................................5\n Reading automaticity theory...........................6\n Reading development stages and reading automaticity...8\n Reading fluency and reading comprehension.............10\n Oral reading fluency..................................11\n Reading fluency approaches and related studies.........12\n Assisted oral reading.................................12\n Assisted repeated reading.............................17\n Comparisons of assisted and unassisted repeated reading \n ...... .............................................19\n Comparison of repeated reading and non-repeated reading ................................................21\n Related studies in L2/ EFL context.....................24\nCHAPTER THREE...........................................27\n METHODOLOGY............................................27\n Participants..........................................28\n Instruments...........................................30\n Graded readers........................................30\n Pretest and posttest materials........................33\n Scoring system........................................34\n Procedure..............................................36\n Pilot study...........................................37\n Main study............................................41\n The assessing procedure...............................42\n Teaching procedure....................................42\n Data analysis..........................................47\nCHAPTER FOUR............................................49\nRESULTS.................................................49\n Results of the Pretest.................................50\n Pretest of the RR and Non-RR Groups...................50\n Pretest of the Higher Level Students in the RR and Non-RR \n Groups................................................52\n Pretest of the Lower Level Students in the RR and Non-RR \n Groups................................................54\n Posttest...............................................57\n Posttest of the RR and Non-RR Groups..................57\n Posttest of the Higher Level Students in the RR and \n Non-RR Groups.........................................62\n Posttest of the Lower Level Students in the RR and Non-RR \n Groups................................................65\nCHAPTER FIVE............................................69\nDISCUSSION AND CONCLUSION...............................69\n Answers to the Research Questions......................69\n Discussion.............................................72\n Consistent Findings...................................72\n Inconsistent Findings with Previous Studies...........77\n Pedagogical Implications...............................81\n Limitations of the Study...............................82\n Suggestions for Future Studies.........................84\n Conclusion.............................................85\nReferences..............................................87\nAppendix A: Pretest and posttest assessing passage......95\nAppendix B: Scoring sheet...............................96\nAppendix C: Self-monitoring record for the RR group.....97\nAppendix D: Self-monitoring record for the Non-RR group.98 | zh_TW |
| dc.format.extent | 1290634 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0097951004 | en_US |
| dc.subject | 重覆閱讀 | zh_TW |
| dc.subject | 口語閱讀流暢度 | zh_TW |
| dc.subject | repeated reading | en_US |
| dc.subject | oral reading fluency | en_US |
| dc.title | 重覆閱讀與非重覆閱讀對國小學童口語閱讀流暢度之效益研究 | zh_TW |
| dc.title | The effect of repeated reading and non-repeated reading on EFL elementary school students` oral reading fluency | en_US |
| dc.type | thesis | en |
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Reading Research Quarterly, 21, 360-460. \nTaguchi, E. (1997). The effects of repeated readings on the development of lower identification skills of FL readers. Reading in a Foreign Language, 11(97-119). \nTaguchi, E. (2002). Transfer effects of repeated EFL reading on reading new passages: A preliminary investigation. Reading in a Foreign Language, 14(1), 43. \nTaguchi, E. (2004). Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language, 16(2), 70. \nTherrien, W. J. (2004). Fluency and Comprehension Gains as a Result of Repeated Reading: A Meta-Analysis. Remedial and Special Education, 25(4), 252-261. \nTherrien, W. J., & Jr., R. M. K. (2007). The Importance of Context in Repeated Reading. Reading Improvement, 44(4). \nTopping, K. (1989). Peer Tutoring and Paired Reading: Combining Two Powerful Techniques. The Reading Teacher, 42(7), 488. \nVillaume, S. K., & Brabham, E. G. (2003). Phonics instruction: Beyond the debate. The Reading Teacher, 56, 478-482. \nWelsch, R. G. (2006). 20 ways to increase oral reading fluency. Intervention in School and Clinic, 41(3), 180-183. \nYurick, A. L., Robinson, P. D., Cartledge, G., Lo, Y., & Evans, T. L. (2006). Using peer-mediated repeated readings as a fluency-building activity for urban learners. Educational and Treatment of Children, 29, 469-506. | zh_TW |
| item.openairetype | thesis | - |
| item.fulltext | With Fulltext | - |
| item.grantfulltext | restricted | - |
| item.cerifentitytype | Publications | - |
| item.languageiso639-1 | en_US | - |
| item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
| Appears in Collections: | 學位論文 | |
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| 100401.pdf | 1.26 MB | Adobe PDF2 | View/Open |
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