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題名 台灣國小英語教師對於選擇繪本作為教材之實務及觀點: 一個質性個案研究
Taiwanese Elementary School English Teachers’ Practices and Views of Selecting Picture Books as Teaching Materials: A Qualitative Case Study
作者 鄭晟均
Jheng, Cheng-Jyun
貢獻者 招靜琪
Chao, Chin-Chi
鄭晟均
Jheng, Cheng-Jyun
關鍵詞 英語繪本
閱讀教學
分級閱讀
English picture books
Reading instruction
Graded reading
日期 2018
上傳時間 4-Jan-2019 15:47:27 (UTC+8)
摘要 隨著英語繪本及分級閱讀在語言教育中越來越受重視，教師們亦努力尋找各種善盡學校圖書資源的可能性，以努力提升學生整體英語閱讀的能力。本研究目的主要在於探討三位經驗豐富之小學英語教師對於進行圖書館英語圖書分級，以及使用繪本在課室當中作為額外閱讀教材的實務及觀點。本研究中採用兩種訪談模式:團體焦點訪談及個別訪談，以蒐集教師們的口述資料。
研究顯示出:
(1)三位教師對於圖書館的英文圖書分級，多以「文字難度」作為分類基準，並適時輔以「學生適讀年齡」及「文化」作為考量，此外教師們也指出，若以書本「主題」做分類，則有助於教師找尋適合的課程輔助教材。
(2)三位教師們選擇繪本作為上課教材的標準與過去文獻所指的項目符合，選書標準重於「文字寫作豐富性」、「文化元素」、「學生語言程度」及「主題」等。
(3)基於各種因素，三位教師們認為採用Lexile 圖書分級架構雖有其益處，但於EFL環境使用之前仍須通盤考量。
最後，三位教師在訪談中皆表示，曾在學校進行繪本教學的過程中受到了些困難及限制，有鑑於此，本研究試以「教師專業自主」的概念作為此議題的開端，期盼日後研究能結合課室觀察，深入探討本議題。
As more and more attention is paid to the use of English picture books and graded reading instruction in language education, teachers are now seeking possibilities of making the best use of books resources in the school library in order to improve students’ English reading ability as a whole. The main purpose of this study is to investigate three experienced EFL elementary school teachers’ practices and views of grading English books for the school library and adopting picture books as additional teaching materials in their classroom. In this study, two forms of interview, including focus-group interview and individual interview were conducted to collect their narrative data.
The study indicated that:
(1) The three teachers graded the English books in the library based mainly on “text difficulty”, taking “age-appropriateness” and “culture” into consideration for some situations. Besides, they indicated that categorizing books by “themes” is going to greatly help teachers find suitable books as supplementary teaching materials.
(2) The three teachers’ criteria on selecting books as teaching materials are consistent with previous studies, focusing on the “richness and variation in writing styles”, “cultural elements”, “students’ language ability” and “themes”.
(3) Based on various reasons, the three teachers considered that although Lexile Framework for Reading has it benefits, a thorough examination is necessary before adopting the framework in the EFL context.

Last but not least, it is indicated by the three teachers that they all encountered difficulties and limitations during the process of using picture books. In light of this, the present study attempts to deal with the issue with the concept of “Teacher Autonomy”. It is hoped that classroom observations can be included into future studies to explore the issue further.
參考文獻 Adams. M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
Birketveit, A. & Rimmereide, H. E. (2013). Using Authentic Picture Books and Illustrated Books to Improve L2 Writing among 11-year-olds. The Language Learning Journal, 45(1), 100-116.
Birketveit, A. (2015). Picture Books in EFL: vehicles of visual and verbal literacy. Nordic Journal of Modern Language Methodology, 3(1), 1-27.
Burke, E. M. (1990). Literature for the Young Child. (2nd ed.). Boston: Allyn and Bacon.
Carreira, J. K., Shigyo, T. (2013). Reading picture books using ICT in EFL: Preparation for letter learning. Journal of Humanities and Natural Sciences, 134, 23-30.
Chang, S. L. (2017). Incorporating Picture Books in English Teaching to Improve Junior High School Students’ English Learning Motivation and Reading. Unpublished Master’s Thesis, National Taiwan Normal University, Taiwan.
Chang, S. Y. (2002). Picture books: Alternative materials for teaching EFL children at elementary school. Journal of Humanities and Arts, 1, 157-189.
Chen, W. C. (2009). A Survey of Elementary School Teachers’ Perceptions of and Practices in Using Picture Books. Unpublished Master’s Thesis, National Chengchi University, Taiwan.
Chen, W. T. (2014). Research on the Grade Level Appropriateness of English Leveled Picture Books Selected and Used by Elementary Schools. Unpublished Master’s Thesis, University of Taipei, Taiwan.
Chien Y. C. (2006). Impacts of English Vocabulary Learning Strategy Instructions to 5th Grade Elementary School Students. Unpublished Master’s Thesis, National Taipei University of Education, Taiwan.
Chuang, L. L. (2014). Effectiveness of Storytelling with Differentiated Instruction on Taiwanese Fifth Graders’ Reading Comprehension. Unpublished Master’s Thesis, National Changhua University of Education, Taiwan.
Cress, J. W., Plano Clark, V. L. (2011). Designing and conducting mixed method research. Thousand Oaks, CA: Sage.
Cullinan, B. E. & Galda, L. (1998). Literature and the child (5th ed.). Fort Worth: PA: Harcourt Brace College Publishers.
Dolch, E. W. (1936). A Basic Sight Vocabulary. The Elementary School Journal, vol. 36, no. 6, pp.456-460.
Duff, P. (2008). Case study research in applied linguistics. New York, NY: Lawrence Erlbaum/Taylor & Francis.
Duff, P. & Anderson, T. (2015). Case Study Research. In JD Brown & C. Coombs (Eds.), Cambridge guide to language research. Cambridge, UK: Cambridge University Press.
Education Bureau of Taichung City Government. (2018). Assessment of Elementary School Student Achievement in 2018.
Ellis, G. & Brewster, J. (2014). Tell It Again! The New Storytelling Handbook for Primary English Language Teachers. United Kingdom: British Council.
Ellis, G. (2002). Learning English through children’s literature. Retrieved April 11, 2018, from https://www.teachingenglish.org.uk/article/learning-english-through-childrens-literature
Fountas, I. C & Pinnell, G. S. (1999). Matching Books to Readers: Using Leveled Books in Guided Reading, K-3. Portsmouth, NH: Heinemann.
Fountas, I. C & Pinnell, G. S. (2010). Research base for guided reading as an instructional approach (White paper). New York: Scholastic.
Ghosen, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT journal, 56 (2), 172-179.
Glazer, J. I. (1997). Introduction to Children’s Literature. (2nd ed). NJ: Prentice Hall.
Han, L. (2017). The Connotations of Language Teacher Autonomy. English Language Teaching, (10), 134-139.
Hsueh, H. Y. (2007). Relationships Between Picture Book Reading Instruction And English Learning Motivation for Elementary School EFL Students. Unpublished Master’s Thesis. National Kaohsiung Normal University, Taiwan.
Huang, J., & Benson, P. (2007). Research on teacher autonomy in second language education. Foreign Languages and Their Teaching, (2), 33-37.
Huck, Kiefer, et al. Children’s literature in the elementary school. New York: McGraw Hill, 2003. Print.
Hung, Y. H. (2007). Effects of an Integrated Reading-Writing with Picture Books on English Literacy Development of Elementary School Students. Unpublished Master’s Thesis. National Kaohsiung Normal University, Taiwan.
Kao, Y. M., Tsai, C. C., Liu, C. Y., Yang, C. H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computer & Education, 100(0), 56-57.
Khaiyali, A. T. S. A. (2014). ESL elementary teachers’ use of children’s picture books to initiate explicit instruction of reading comprehension strategies. English Language Teaching, 7(2), 90-102.
Kochiyama, A. (2015). Using picture books to enhance motivation and language learning of remedial EFL learners. Indonesian EFL Journal, 1(1), 11-18.
Krashen, S. (1985). The Input Hypothesis. London: Longman.
Krueger, R. A. & Casey, M. A. (2015). Focus Groups: A Practical Guide for Applied Research, 5th edition. Thousand Oaks, CA: Sage Publications.
Langer, J. A. (1981). From theory to practice: A prereading plan. Journal of Reading, 5 (1), 152-156.
Lennon, C., & Burdick. H. (2014). The Lexile Framework as an Approach for
Reading Measurement and Success. Retrieved from https://cdn.lexile.com/cms_page_media/135/The%20Lexile%20Framework%20for%20Reading.pdf
Liaw, H. L. (2003). Integrating English children’s picture books with teaching children English as a foreign language in Grade 1-9 curriculum for elementary school. English Teaching & Learning, 27 (4), 15-30.
Liaw, M. L. (1998). American children’s literature: An alternative choice for EFL instruction. The Proceedings of the Seventh International Symposium on English Teaching, 683-695.
Lin, H. L. (2003). Integrating English children’s picture books with teaching children English as a foreign language in Grade 1-9 curriculum for elementary school. English Teaching & Learning, 27 (4), 15-30.
Lin, J. & Cheng, C. K. (2008). Using extensive reading to improve the learning performance and attitude of elementary school remedially students. English Teaching & Learning, 32 (4), 41-83.
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
Liu, Y. L. (2007). Exploring EFL teachers’ beliefs and classroom practices of using picture books in elementary classrooms. Unpublished Master’s Thesis, Providence University, Taiwan.
Lynch-Brown, C., & Tomlinson, C.M. (1999). Essentials for children’s literature. (3rd ed). Needham Heights, Massachusetts: Allyn & Bacon.
McGrath, I. (2000). Teacher autonomy. In B. Sinclair, I. McGrath, & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 100-110). Harlow: Longman.
Menyuk. P., & Brisk, M. E. (2005). Language development and education: Children with varying language experiences. New York: Palgrave Macmillan.
Mermelstein, A. D. (2015). Reading Level Placement and Assessment for ESL/EFL Learners: The Reading Level Measurement Method. ORTESOL Journal, volume 43, 44-55.
MetaMetrics, Inc. (2008). The Lexile Framework for Reading: A System for Measuring Reader Ability and Text Complexity. Available at
http://teacher.scholastic.com/products/sri_reading_assessment/Lexile_Framework.htm.
M. Chalhoub-Deville. (1999). Issues in Computer-adaptive Testing of Reading Proficiency. Cambridge: Cambridge University Press.
Ministry of Education. (2014). 12-year Curriculum Guidelines. Retrieved from The Handbook of The Division of English Education, Compulsory Education Advisory Group of Taichung City.
Nair, S. M., Yusof, N. M., & Hong, S. C. (2014). Comparing the Effects of the Story Telling Method and the Conventional Method on the Interest, Motivation and Achievement of Chinese Primary School Pupils. Procedia-Social and Behavioral Sciences, 116, 3989-3995.
Patton, M. Q. (2002). Qualitative research and evaluation methods. (3rd ed). Thousand Oaks, CA: Sage Publications.
Schulz, R. A. (1983). From Word to Meaning: Foreign Language Reading Instruction after the Elementary Course. The Modern Language Journal, 67(2), 127-134.
Teng, H. Y. (2014). Exploring the Use of Picture Books in Elementary EFL Class. Unpublished Master’s Thesis, National Chung Cheng University, Taiwan.
Tyan, N. C. & Shen, Y. P. (2003). An action research: How a primary school teacher uses English picture story books to facilitate students’ English learning. Proceedings of the Twelfth International Symposium on English Teaching (pp. 561-569). Taipei: Crane Publishing Company.
Webb, S. & Macalister, J. (2013). Is text written for children useful for L2 extensive reading? TESOL Quarterly, 47(2), 300-322.
Wodinsky, M. & Nation, P. (1988). Learning from Graded Readers. Reading in a Foreign Language. Vol 5. pp. 155-161.
Yin, R.. K. (2014). Case study research: Design and methods (5th ed.). Thousands Oaks, CA: Sage.
描述 碩士
國立政治大學
英國語文學系
104551017
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104551017
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-Chien_US
dc.contributor.author (Authors) 鄭晟均zh_TW
dc.contributor.author (Authors) Jheng, Cheng-Jyunen_US
dc.creator (作者) 鄭晟均zh_TW
dc.creator (作者) Jheng, Cheng-Jyunen_US
dc.date (日期) 2018en_US
dc.date.accessioned 4-Jan-2019 15:47:27 (UTC+8)-
dc.date.available 4-Jan-2019 15:47:27 (UTC+8)-
dc.date.issued (上傳時間) 4-Jan-2019 15:47:27 (UTC+8)-
dc.identifier (Other Identifiers) G0104551017en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/121722-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 104551017zh_TW
dc.description.abstract (摘要) 隨著英語繪本及分級閱讀在語言教育中越來越受重視，教師們亦努力尋找各種善盡學校圖書資源的可能性，以努力提升學生整體英語閱讀的能力。本研究目的主要在於探討三位經驗豐富之小學英語教師對於進行圖書館英語圖書分級，以及使用繪本在課室當中作為額外閱讀教材的實務及觀點。本研究中採用兩種訪談模式:團體焦點訪談及個別訪談，以蒐集教師們的口述資料。
研究顯示出:
(1)三位教師對於圖書館的英文圖書分級，多以「文字難度」作為分類基準，並適時輔以「學生適讀年齡」及「文化」作為考量，此外教師們也指出，若以書本「主題」做分類，則有助於教師找尋適合的課程輔助教材。
(2)三位教師們選擇繪本作為上課教材的標準與過去文獻所指的項目符合，選書標準重於「文字寫作豐富性」、「文化元素」、「學生語言程度」及「主題」等。
(3)基於各種因素，三位教師們認為採用Lexile 圖書分級架構雖有其益處，但於EFL環境使用之前仍須通盤考量。
最後，三位教師在訪談中皆表示，曾在學校進行繪本教學的過程中受到了些困難及限制，有鑑於此，本研究試以「教師專業自主」的概念作為此議題的開端，期盼日後研究能結合課室觀察，深入探討本議題。		zh_TW
dc.description.abstract (摘要) As more and more attention is paid to the use of English picture books and graded reading instruction in language education, teachers are now seeking possibilities of making the best use of books resources in the school library in order to improve students’ English reading ability as a whole. The main purpose of this study is to investigate three experienced EFL elementary school teachers’ practices and views of grading English books for the school library and adopting picture books as additional teaching materials in their classroom. In this study, two forms of interview, including focus-group interview and individual interview were conducted to collect their narrative data.
The study indicated that:
(1) The three teachers graded the English books in the library based mainly on “text difficulty”, taking “age-appropriateness” and “culture” into consideration for some situations. Besides, they indicated that categorizing books by “themes” is going to greatly help teachers find suitable books as supplementary teaching materials.
(2) The three teachers’ criteria on selecting books as teaching materials are consistent with previous studies, focusing on the “richness and variation in writing styles”, “cultural elements”, “students’ language ability” and “themes”.
(3) Based on various reasons, the three teachers considered that although Lexile Framework for Reading has it benefits, a thorough examination is necessary before adopting the framework in the EFL context.

Last but not least, it is indicated by the three teachers that they all encountered difficulties and limitations during the process of using picture books. In light of this, the present study attempts to deal with the issue with the concept of “Teacher Autonomy”. It is hoped that classroom observations can be included into future studies to explore the issue further.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENT iv
CHINESE ABSTRACT viii
ENGLISH ABSTRACT x
INTRODUCTION 1
Motivation 1
Research Questions 4
Significance of the Study 5
Organization 5
LITERATURE REVIEW 7
Reading Instruction of Elementary English Education in EFL Context 7
Picture Books 9
Definition of picture books 9
Research on using picture books in EFL classroom 10
Selecting appropriate picture books 12
Graded Children`s Literature and Language Learning 14
Lexile Framework for Reading 15
METHODOLOGY 19
Context of the Study 20
The school 20
The students 21
The three teachers 22
Data Collection 24
Background questionnaire 25
Focus-group and individual interviews 25
Data Analysis 26
RESULTS 29
Addressing Research Question 1 29
Purchase of books 29
The Book-grading task 31
The process 32
The criteria 33
Summary of Research Question 1 36
Addressing Research Question 2 37
Teacher S 37
Teacher J 39
Teacher K 41
Summary of Research Question 2 44
Addressing Research Question 3 45
Adopting Lexile Framework in grading books for school library 45
Adopting Lexile Framework in choosing books for classroom use 47
Test difficulty 48
Content appropriateness of the test 49
Summary of Research Question 3 50
DISCUSSION 52
CONCLUSION 56
Summary of the Major Findings 56
Implications 58
Limitations and Further Suggestions 58
REFERENCES 60
APPENDIXES 66		zh_TW
dc.format.extent 6375725 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104551017en_US
dc.subject (關鍵詞) 英語繪本zh_TW
dc.subject (關鍵詞) 閱讀教學zh_TW
dc.subject (關鍵詞) 分級閱讀zh_TW
dc.subject (關鍵詞) English picture booksen_US
dc.subject (關鍵詞) Reading instructionen_US
dc.subject (關鍵詞) Graded readingen_US
dc.title (題名) 台灣國小英語教師對於選擇繪本作為教材之實務及觀點: 一個質性個案研究zh_TW
dc.title (題名) Taiwanese Elementary School English Teachers’ Practices and Views of Selecting Picture Books as Teaching Materials: A Qualitative Case Studyen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Adams. M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
Birketveit, A. & Rimmereide, H. E. (2013). Using Authentic Picture Books and Illustrated Books to Improve L2 Writing among 11-year-olds. The Language Learning Journal, 45(1), 100-116.
Birketveit, A. (2015). Picture Books in EFL: vehicles of visual and verbal literacy. Nordic Journal of Modern Language Methodology, 3(1), 1-27.
Burke, E. M. (1990). Literature for the Young Child. (2nd ed.). Boston: Allyn and Bacon.
Carreira, J. K., Shigyo, T. (2013). Reading picture books using ICT in EFL: Preparation for letter learning. Journal of Humanities and Natural Sciences, 134, 23-30.
Chang, S. L. (2017). Incorporating Picture Books in English Teaching to Improve Junior High School Students’ English Learning Motivation and Reading. Unpublished Master’s Thesis, National Taiwan Normal University, Taiwan.
Chang, S. Y. (2002). Picture books: Alternative materials for teaching EFL children at elementary school. Journal of Humanities and Arts, 1, 157-189.
Chen, W. C. (2009). A Survey of Elementary School Teachers’ Perceptions of and Practices in Using Picture Books. Unpublished Master’s Thesis, National Chengchi University, Taiwan.
Chen, W. T. (2014). Research on the Grade Level Appropriateness of English Leveled Picture Books Selected and Used by Elementary Schools. Unpublished Master’s Thesis, University of Taipei, Taiwan.
Chien Y. C. (2006). Impacts of English Vocabulary Learning Strategy Instructions to 5th Grade Elementary School Students. Unpublished Master’s Thesis, National Taipei University of Education, Taiwan.
Chuang, L. L. (2014). Effectiveness of Storytelling with Differentiated Instruction on Taiwanese Fifth Graders’ Reading Comprehension. Unpublished Master’s Thesis, National Changhua University of Education, Taiwan.
Cress, J. W., Plano Clark, V. L. (2011). Designing and conducting mixed method research. Thousand Oaks, CA: Sage.
Cullinan, B. E. & Galda, L. (1998). Literature and the child (5th ed.). Fort Worth: PA: Harcourt Brace College Publishers.
Dolch, E. W. (1936). A Basic Sight Vocabulary. The Elementary School Journal, vol. 36, no. 6, pp.456-460.
Duff, P. (2008). Case study research in applied linguistics. New York, NY: Lawrence Erlbaum/Taylor & Francis.
Duff, P. & Anderson, T. (2015). Case Study Research. In JD Brown & C. Coombs (Eds.), Cambridge guide to language research. Cambridge, UK: Cambridge University Press.
Education Bureau of Taichung City Government. (2018). Assessment of Elementary School Student Achievement in 2018.
Ellis, G. & Brewster, J. (2014). Tell It Again! The New Storytelling Handbook for Primary English Language Teachers. United Kingdom: British Council.
Ellis, G. (2002). Learning English through children’s literature. Retrieved April 11, 2018, from https://www.teachingenglish.org.uk/article/learning-english-through-childrens-literature
Fountas, I. C & Pinnell, G. S. (1999). Matching Books to Readers: Using Leveled Books in Guided Reading, K-3. Portsmouth, NH: Heinemann.
Fountas, I. C & Pinnell, G. S. (2010). Research base for guided reading as an instructional approach (White paper). New York: Scholastic.
Ghosen, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT journal, 56 (2), 172-179.
Glazer, J. I. (1997). Introduction to Children’s Literature. (2nd ed). NJ: Prentice Hall.
Han, L. (2017). The Connotations of Language Teacher Autonomy. English Language Teaching, (10), 134-139.
Hsueh, H. Y. (2007). Relationships Between Picture Book Reading Instruction And English Learning Motivation for Elementary School EFL Students. Unpublished Master’s Thesis. National Kaohsiung Normal University, Taiwan.
Huang, J., & Benson, P. (2007). Research on teacher autonomy in second language education. Foreign Languages and Their Teaching, (2), 33-37.
Huck, Kiefer, et al. Children’s literature in the elementary school. New York: McGraw Hill, 2003. Print.
Hung, Y. H. (2007). Effects of an Integrated Reading-Writing with Picture Books on English Literacy Development of Elementary School Students. Unpublished Master’s Thesis. National Kaohsiung Normal University, Taiwan.
Kao, Y. M., Tsai, C. C., Liu, C. Y., Yang, C. H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computer & Education, 100(0), 56-57.
Khaiyali, A. T. S. A. (2014). ESL elementary teachers’ use of children’s picture books to initiate explicit instruction of reading comprehension strategies. English Language Teaching, 7(2), 90-102.
Kochiyama, A. (2015). Using picture books to enhance motivation and language learning of remedial EFL learners. Indonesian EFL Journal, 1(1), 11-18.
Krashen, S. (1985). The Input Hypothesis. London: Longman.
Krueger, R. A. & Casey, M. A. (2015). Focus Groups: A Practical Guide for Applied Research, 5th edition. Thousand Oaks, CA: Sage Publications.
Langer, J. A. (1981). From theory to practice: A prereading plan. Journal of Reading, 5 (1), 152-156.
Lennon, C., & Burdick. H. (2014). The Lexile Framework as an Approach for
Reading Measurement and Success. Retrieved from https://cdn.lexile.com/cms_page_media/135/The%20Lexile%20Framework%20for%20Reading.pdf
Liaw, H. L. (2003). Integrating English children’s picture books with teaching children English as a foreign language in Grade 1-9 curriculum for elementary school. English Teaching & Learning, 27 (4), 15-30.
Liaw, M. L. (1998). American children’s literature: An alternative choice for EFL instruction. The Proceedings of the Seventh International Symposium on English Teaching, 683-695.
Lin, H. L. (2003). Integrating English children’s picture books with teaching children English as a foreign language in Grade 1-9 curriculum for elementary school. English Teaching & Learning, 27 (4), 15-30.
Lin, J. & Cheng, C. K. (2008). Using extensive reading to improve the learning performance and attitude of elementary school remedially students. English Teaching & Learning, 32 (4), 41-83.
Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
Liu, Y. L. (2007). Exploring EFL teachers’ beliefs and classroom practices of using picture books in elementary classrooms. Unpublished Master’s Thesis, Providence University, Taiwan.
Lynch-Brown, C., & Tomlinson, C.M. (1999). Essentials for children’s literature. (3rd ed). Needham Heights, Massachusetts: Allyn & Bacon.
McGrath, I. (2000). Teacher autonomy. In B. Sinclair, I. McGrath, & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 100-110). Harlow: Longman.
Menyuk. P., & Brisk, M. E. (2005). Language development and education: Children with varying language experiences. New York: Palgrave Macmillan.
Mermelstein, A. D. (2015). Reading Level Placement and Assessment for ESL/EFL Learners: The Reading Level Measurement Method. ORTESOL Journal, volume 43, 44-55.
MetaMetrics, Inc. (2008). The Lexile Framework for Reading: A System for Measuring Reader Ability and Text Complexity. Available at
http://teacher.scholastic.com/products/sri_reading_assessment/Lexile_Framework.htm.
M. Chalhoub-Deville. (1999). Issues in Computer-adaptive Testing of Reading Proficiency. Cambridge: Cambridge University Press.
Ministry of Education. (2014). 12-year Curriculum Guidelines. Retrieved from The Handbook of The Division of English Education, Compulsory Education Advisory Group of Taichung City.
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dc.identifier.doi (DOI) 10.6814/THE.NCCU.ENG.007.2018.A09en_US