Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/31817| 題名: | 交互教學法對台灣國中生英文閱讀能力與後設認知之效益 The Effects of Reciprocal Teaching on Taiwanese Junior High School Students` English Reading Comprehension and Metacognitive Awareness |
作者: | 林思燕 | 貢獻者: | 林啟一 林思燕 |
關鍵詞: | 交互教學法 英文閱讀能力 後設認知 Reciprocal Teaching English Reading Comprehension Metacognitive Awareness |
日期: | 2006 | 上傳時間: | 14-Sep-2009 | 摘要: | 本研究的目的在探討「交互教學法」對台灣國中生英文閱讀能力與後設認知之效益，並研究國中生對此教學的回應。參與本研究的學生為82名苗栗縣某公立高中的兩班九十五學年度九年級學生，實驗組施以12週交互教學法，控制組則為傳統老師講授方式，在教學活動前後，實驗組和控制組所有學生皆施以閱讀理解測驗（採自全民英檢初級閱讀測驗）及後設認知問卷，實驗組多加施以交互教學法回饋問卷。\r\n本研究結果摘要如下：\r\n1. 實驗組與控制組在閱讀理解測驗表現有顯著差異，亦即，交互教學法有效地增進學生閱讀理解表現。\r\n2. 後設認知方面，實驗組在「閱讀信心」、「閱讀困難」和「閱讀能力強的人應具備的能力」三項後設認知能力表現顯著提高，在「有效閱讀策略」與「補救策略」二項之後設認知表現亦有明顯進步。\r\n3. 交互教學法有助於增強學生對閱讀策略的觀念和用法，大部分受試者認為「摘要」與「預測」是最實用的閱讀策略。\r\n4. 回饋問卷顯示，大部分實驗組學生對交互教學法持正面支持態度，並表示願意將所學之閱讀策略運用在未來的英語閱讀中。\r\n根據上述結果，本研究建議國中英語教師可運用「交互教學法」增進學生英\r\n語閱讀能力與後設認知能力，並提升學生學習英語的興趣。同時為了讓「交互教學法」發揮最大效用，教師應考慮學生在語言學習上之個別差異，以避免學生心理上的排斥與學習上的反效果。 This study aimed to examine the effectiveness of reciprocal teaching in promoting EFL junior high school students’ reading comprehension and metacognitive awareness. In addition, students’ responses to reciprocal teaching were probed. Participants of this study included 82 ninth-graders from two intact classes in one public senior high school in Miaoli in the fall semester of 2006. The experimental group was engaged in reciprocal teaching and the control group was instructed in the traditional teacher-centered method. The reading comprehension test of GEPT at elementary level was used as the pretest and posttest to measure the participants’ reading ability before and after the instruction. Additionally, two questionnaires were adopted: one for investigating the effects of reciprocal teaching on students’ metacognitive awareness and the other for measuring the experimental group’s attitudes towards reciprocal teaching. \r\n After twelve weeks of experiment, the main results of this study can now be summarized as follows:\r\n1. The participants’ reading comprehension ability improved significantly after the implementation of reciprocal teaching.\r\n2. The participants’ metacognitive awareness was significantly higher especially in the categories of students’ reading confidence, students’ perceptions of reading difficulties, and students’ perceptions of a good reader. Students’ perceptions of repair strategies and effective strategies, though no significantly different , the participants did make progress in recognition of top-down and bottom-up strategies.\r\n3. Reciprocal teaching helped the participants build up knowledge and use the instructed strategies. The strategies viewed by the participants as the most practical ones were “summarizing” and “predicting”. \r\n4. According to the findings from the response questionnaire, the participants’ attitudes toward and responses to reciprocal teaching may be described as being supportive and positive. In addition, most of the participants expressed their willingness to employ the instructed strategies in their future English reading.\r\n The results suggest that reciprocal teaching can be a viable approach to help improve junior high school students’ reading comprehension ability and metacognitive awareness of English reading. Besides, students’ interest in learning can be stirred up. Yet, it should be noted that when conducting reciprocal teaching, teachers need to be taken into account students’ personal difference in language learning to avoid potential rejection. |
參考文獻: | Adams, A., Carnine, D., & Gersten, R. (1982). Instructional strategies for studying content area texts in the intermediate grades. Reading Research Quarterly, 28, 27-55. Adams, M. J., & Collins, A. (1979). A schema-theoretic view of reading. In R. O. Freedle (Ed.), New directions in discourse processing (pp. 1-22). Norwood, NJ: Ablex Publishing Corporation. Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. Kamil, P. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 285-310). Mahwah, NJ: Erlbaum. Allen, S. (2003). An analytic comparison of three models of reading strategy instruction. IRAL, 41(4), 319-338. Alvermann, D. E., & Eakle, A. J. (2003). Comprehension instruction: Adolescents and their multiple literacies. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 12-29). New York, NY: The Guilford Press. Anderson, N. J. (1999). Exploring second language reading: Issues and strategies. Canada: Heinle & Heinle. Anderson, N. J. (2001). Developing metacognitive skills in foreign language learners. In the Selected Papers of the Tenth International Symposium on English Teaching (pp. 1-7). Taipei: The Crane Publishing Co. Ltd. Anderson, V., & Roit, M. (1993). Planning and implementing collaborative strategy instruction for delayed readers in grades 6-10. The Elementary School Journal, 94, 121-137. Arabsolghar, F, & Elkins, J. (2001). Teachers’ expectations about students’ use of reading strategies, knowledge and behavior in Grades 3, 5, and 7. Journal of Research in Reading, 24(2), 154-162. Armbruster, B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: The U.S. Department of Education. Bacon, S. M. (1992). The relationship between gender, comprehension, processing, strategies, and cognitive response in foreign language listening. The Modern Language Journal, 76(2), 160-178. Samuels, S. J., & Kamil, M. L. (1989). Models of the reading process. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp.22-36). New York: Cambridge University Press. Schmitt, M. C. (1990). A questionnaire to measure children’s awareness of strategic reading processes. The Reading Teacher, 43, 454-461. Schraw, G. (1998a). On the development of adult metacognition. In C. M. Smith & T. Pourchot (Eds.). Adult learning and development: Perspectives from educational psychology (pp.89-106). Mahwah, NJ: Erlbaum. Schraw, G. (1998b). Promoting general metacognitive awareness. Instructional Science, 26, 113-125. Schraw, G. (2001). Promoting general metacognitive awareness. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice (pp. 3-16). Boston: Kluwer Academic Publishers. Schraw, G., & R. S. Dennison (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56(4), 411-436. Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive awareness and L2 readers. The Reading Matrix, 1(1), 1-23. Retrieved October 15, 2006, from http://www.readingmatrix.com/archives/archives_vol1_no1.html Block, E. L. (1992). See how they read: comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26(2), 319-343. Hashey, J. M., & Connors, D. J. (2003). Learn from our journey: Reciprocal teaching action research. Reading Teacher, 57(3), 224-232. Slater, W. H., & Horstman, F. R. (2002). Teaching reading and writing to struggling middle school and high school students: The case for reciprocal teaching. Preventing School Failure, 46(4), 163-166. Smith, F. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston, Inc. Smith, F. (1977). Reading without nonsense (3rd ed.). New York: Teachers College Press. Smith, F. (1978). Understanding reading: A psycholinguistic analysis of reading and learning to read. US: Holt, Rinehart & Winston, Inc. Smith, F. (1982). Reading. Cambridge: Cambridge University Press. Smith, F. (1994). Understanding reading: A psycholinguistic analysis of reading and learning to read (5th ed.). Hillsdale, NJ: Lawrence Erlbaum Association, Publishers. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. Song, M. (1998). Teaching reading strategies in an ongoing EFL university reading classroom. Asian Journal of English Language Teaching, 8, 41-54. Stainthorp, R. (2000). The National Literacy Strategy and individual differences. Journal of Research in Reading, 23(2), 299-307. Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71. Hassan, F. (2003). Metacognitive strategy awareness and reading comprehension. Retrieved January 5, 2007, from http://www.melta.org.my/ET/2003/2003-16.pdf Borkowski, J. G. (1992). Metacognitive theory: a framework for teaching literacy, writing, and math skills. Journal of Learning Disabilities, 25(4), 253-257. Steffensen, M. S., Joag-Dev, C., & Anderson, R. C. (1979). A cross-cultural perspective on reading comprehension. Reading Research Quarterly, 27(1), 10-29. Su, Y. F. (1986).Effects of metacognitive training program on reading comprehension and metacognitive skills of sixth grade less skilled readers. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan. Swaby, B. E. R. (1991). Teaching and learning reading: A pragmatic approach. Glenview, ll: Scott, Foresman and Company. Taraban, R., Rynearson, K., & Kerr, M. (2000). College students’ academic performance and self-reports of comprehension strategy use. Reading Psychology, 21, 283-308. Taylor, B. M., & Frye, B. J. (1992). Comprehension strategy instruction in the intermediate grades. Reading Research and instruction, 32(1), 39-48. Thomas, E. J. (1957). Effects of facilitative role interdependence on group functioning. Human Relations, 10, 347-366. Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse Publishers. Vacca, R., & Vacca, J. (1989). Content area reading. Glenview, IL: Scott, Foresman and Company. Vaughn, S., & Klingner, J. K. (1999). Teaching reading comprehension through collaborative strategic reading. Intervention in School & Clinic, 34(5), 284-289. Helfeldt, J. P., & Henk, W. A. (1990). Reciprocal question-answer relationships: an instructional technique for at-risk readers. Journal of Reading, 34, 509-514. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Bossard, N. (1997). Project MERIT (Making Excellent Readers Intelligent Thinkers). Retrieved November 1, 2006, from Florida Department of Education, Dade-Monroe Teacher Education Center Web site: http://www.miamisci.org/tec/introduction.html Wang, C. Y. (2004). The Effects of Reciprocal Instruction on EFL Reading Comprehension and Metacognition of Junior High School Students. Unpublished master’s thesis, National Sun Yat-sen University, Kaohsiung, Taiwan. Weir, C., & Urquhart, S. (1998). Reading in a second language: Process, product and practice. New York: Longman. Wenden, A. L., & Rubin, J. (1987). Learner strategies in language learning. Englewood Cliffs, NJ: Prentice-Hall. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching, 305-327, N. Y.: Macmillan. Wertsch, J. V., & Stone, C. A. (1979, February). A social interaction analysis of learning disabilities remediation. Paper presented at the International Conference of the Association for Children with Learning Disabilities, San Francisco. Westera, J., & Moore, D. W. (1995). Reciprocal teaching of reading comprehension in a New Zealand high school. Psychology in the Schools, 32, 225-231. Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100. Wong, B. Y. L. (1985). Self-questioning instructional research: A review. Review of Educational Research, 55(2), 227-268. Helfeldt, J. P., & Lalik, R. (1976). Reciprocal student-teacher questioning. Reading teacher, 30, 283-287. Yang, C. M. (2005). The effects of thinking aloud on junior high school students’ lexical inferencing in English reading comprehension. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan. Yang, R. C. (2002). Effects of Reciprocal Teaching on Reading Comprehension, Metacognition, Reading Motivation of Fifth-Grade Students. Unpublished master’s thesis, National Pingtung University of Education, Pingtung, Taiwan. Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. B. Bruce & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 453-481). Hillsdale, NJ: Erlbaum. Zygouris-Coe, V. & Glass, C. (2004). FOR-PD’s reading strategy of the month: Prediction wheel. Retrieved October 11, 2006, from University of Central Florida, Florida’s Instructional Technology Resource Center Web site: http://www.itrc.ucf.edu/forpd/strategies/stratWheel.html Brown, A. L. (1985). Metacognition: the development of selective attention strategies for learning from texts. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed., pp. 501-526). Newark, DE: International Reading Association. Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.). Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum Publishers. Brown, A. L., Armbruster, B., & Baker, L. (1986). The role of metacognition in reading and studying. In J. Orasanu (Ed.), Reading comprehension: From research to practice (pp. 49-75). Hillsdale, NJ: Erlbaum. Brown, A. L., & Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10(2), 14-21. Brown, A. L., & Day, J. D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22, 1-14. Brown, A. L., & Palincsar, A. S. (1989). Guide, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction (pp. 393- 452), New Jersey: Erlbaum. Herrmann, B. A. (1988). Two approaches for helping poor readers became more strategic. The Reading Teacher, 46, 24-28. Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy. New York: Longman. Bruce, M. E., & Robinson, G. L. (2001, July 1-4). The clever kid`s reading program: metacognition and reciprocal teaching. Paper presented at the Annual European Conference on Reading, Dublin, Ireland. Bruer, J. (1993). “The mind’s journey from novice to expert.” American Educator, 17(2), 6-45 Buehl, D. (2001). Classroom strategies for interactive learning (2nd ed.). Newark, Delaware: International Reading Association. Carrell, P. L. (1989). Introduction. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp.1-7). New York: Cambridge University Press. Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73, 121-134. Carrell, P. L. & Eisterhold, J. C. (1987). Schema theory and ESL reading pedagogy. In M. H. Long & J. C. Richards (Eds.), Methodology in TESOL: A book of readings (218-232). Boston: Heinle & Heinle Publishers. Carrell, P., Pharis, B., & Liberto, J. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23, 647-678. Carter, C. J. (1997). Why reciprocal teaching. Educational leadership, 54(6), 64-68. Casanave, C.P. (1988). Comprehension monitoring In ESL reading: A neglected essential. TESOL Quarterly, 22(2), 283-302. Hidi, S., & Anderson, V. (1986). Teaching students to summaries: Task Demands, cognitive operations, and implications for instruction. Review of Educational Research, 56(4), 473-493. Chan, S. Y. (2004). The research of reciprocal teaching on improving the comprehension ability of the elementary school students of resource classroom. Unpublished master’s thesis, National Taitung University, Taitung, Taiwan. Chang, M. M. (1995). Teacher-oriented learning vs. cooperative learning in English reading class. 《國立屏東技術學院學報》，4,271-277。 Chang, W. C. (2002). 張武昌。〈國中基本學力測驗英語科雙峰現象形成原因之探討〉。《國中基本學力測驗專刊~飛揚》，16。Retrieved October 19, 2006, from http://www.bctest.ntnu.edu.tw/flying/flying11-20/flying16-5.htm Chang, W. C. (2006). 張武昌。English language education in Taiwan: A comprehensive survey. 《教育資料與研究》，69，129-144。 Chen, H. C. (1998). The performance of junior college students studying English through cooperative learning. Paper from Proceedings of the Fifth International Symposium of English Teaching (pp. 1231-1240). Taipei: Crane. Cheng, C. K. (2000). Cooperative learning in second language instruction. Hwa Kang Journal of Foreign Languages & Literature, 7,185-195。 Cheng, L. Y. (1991). The study of freshman English reading: the application of metacognitive strategies. Proceedings of the Second Educational Research in Taiwan Province (pp. 596-635). Taichung; Taiwan Province Government. Chiu, C. H. (1998). The Effects of Metacognitive Strategy Training on English Reading Comprehension and Attitudes of EFL Students in Senior High School. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan. Chodos, L. B., Hould, S. M., & Rusch, R. R. (1977). Effect of student-generated pre-questions and post statements on immediate and delayed recall of fourth grade social studies content. In P. D. Pearson & J. Hansen (Eds.), Reading theory, research, and practice, 26th Yearbook of the National Reading Conference (pp. 11-16). Clemson, SC: National Reading Conference. Chou, C. T. (2003). 周中天。〈英語科成績兩極化的省思〉。《國中基本學力測驗專刊~飛揚》，19。Retrieved September 20, 2006, from http://www.bctest.ntnu.edu.tw/flying/flying11-20/ flying19-6.htm Huang, C. Y. (2004). The Effects of Self-regulated Strategy Instruction on Fifth Graders` Reading Comprehension and Self-regulation. Unpublished master’s thesis, National Pingtung University of Education, Pingtung, Taiwan. Clarke, M. A. (1979). Reading in Spanish and English: evidence from adult ESL students. Language Learning, 29, 121-150. Cleveland, L., Connors, D., Dauphin, T., Hashey, J., & Wolf, M. (2001). Action research on reciprocal teaching. Vestal, NY: Vestal Central Schools. Coady, J. (1979). A psycholinguistic model of the ESL reader. In R. Mackay, B. Barkman & R. R. Jordan (Eds.), Reading in a second language (pp.5-12). Rowley, Mass.: Newbury House. Cochran, J. A. (1993). Reading in the content areas for junior high school and high school. MA: Simon & Schuster. Cohen, A. D. (1990). Language learning, insights for learners, teachers, and researchers. New York: Newbury House Publishers. Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Longman. Coleman, J. (1961). The adolescent society. New York: Free Press. Coley, J. D., DePinto, T., Craig, S., & Gardner, R. (1993). From college to classroom: Three teachers’ accounts of their adaptations of reciprocal teaching. The Elementary School Journal, 94(2), 255-266. Cross, D. R., & Pairs S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142. Cummins, J. (1994). The acquisition of English as a second language. In K. Spangenberg-Urbschat & R. Richard (Eds.), Kids come in all languages: Reading instruction for ESL students (pp. 36-62). Newark, DE: International Reading Association. Huang, Q. Y. (1996). Effects of Reciprocal Teaching on Reading Comprehension Ability,Metacognitive Ability and Reading Attitude of Elementary School Sixth Grade Students. Unpublished master’s thesis, National Chiayi University, Chiayi, Taiwan. Davey, B. (1983). Thinking aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27, 44-47. Day, R. R, & Bamford, J. (1998). Extensive reading in the second language classroom. New York: Cambridge University Press. Delclos, V. R., & Harrington, C. (1991). Effects of strategy monitoring and proactive instruction on children’s problem-solving performance. Journal of Educational Psychology, 83, 35-42. Dermody, M. (1988, February). Metacognitive strategies for development of reading comprehension for younger children. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, New Orleans, LA. Deshler, D. D., & Schumaker, J. B. (1993). Strategy mastery by at-risk students: Not a simple matter. Elementary School Journal, 94, 153-167. Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 129-152. Devine, J. (1987). General language competence and adult second language reading. In J. Devine, P. L. Carrell, & D. E. Eskey (Eds.), Research in reading in English as a second language (pp. 73-85). New York: Cambridge University Press. Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61(2), 239-264. Doolittle, P. E., Hicks, D., Triplett, C. F., Nichols, W. D., &Young, C. A. (2006). Reciprocal teaching for reading comprehension in higher education: a strategy for fostering the deeper understanding of texts. International Journal of Teaching and Learning in Higher Education, 17(2), 106-118. Duffy, G. G., Roehler, L. R., Sivan, E., Rackliffe, G., Book, C., Meloth, M. S., Vavrus, L. G., Wesselman, R., Putnam, J., & Bassiri, D. (1987). Effects of explaining the reasoning associated with using reading strategies. Reading Research Quarterly, 22, 347-368. Hsu, M. L. (2002). The effect of pair thinking aloud procedures on Taiwanese senior high school students’ EFL reading comprehension and metacognition awareness. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan. Duke, N. & Pearson, D. (2002). Effective practices for developing reading comprehension. In A. Farstrup & S. Samuels (Eds.), What research has to say about reading instruction (pp. 205-242). Newark, Delaware: International Reading Association. Ediger, A. (2001). Teaching children literacy skills in a second language. In M. C. Muricia (Ed.), Teaching English as a second or foreign language (pp. 153-169). Boston, MA: Heinle and Heinle. Ericsson, K., & Simon, H. (1993). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press. Eskey, D. E. (1989). Holding in the bottom: An interactive approach to the language problems of second language readers. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 93-100). New York, NY: Cambridge University Press. Eskey, D. E., & Grabe, W. (1988). Interactive models for second language reading: Perspectives on instruction. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 223-238). New York, NY: Cambridge University Press. Everson, H. & Tobias, S. (2001). The ability to estimate knowledge and performance in college: A Metacognitive Analysis. In H.J. Hartman (Ed.), Metacognitive in learning and instruction (pp. 69-83). Netherlands: Kluwer Academic Publishers. Field, M. L. (1985). A psycholinguistic model of Chinese reader. In P. Larson, E. L. Judd & D. S. Messerschmitt (Eds.), On TESOL’84 (pp. 171-182). Washington, D. C.: TESOL. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-235). Hallsdale, N.J.: Lawrence Erlbaum Associates. Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34, 906-911. Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children`s oral communication skills (pp. 35-60). New York: Academic Press. Hudelson, S. (1994). Literacy development of second language children. In F. Genesee (Ed.), Educating second language children (pp.129-158). Cambridge: Cambridge University Press. Flood, J. (1986). Cognitive monitoring. In W. P. Dickson (Ed), Children’s oral communicative skills (pp.35-60). New York: Academic Press. Foster, E., & Rotoloni, R. (2005). Reciprocal Teaching: General overview of theories. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved January 6, 2007, from http://www.coe.uga.edu/epltt/reciprocalteaching.htm. Fuchs, D., Fuchs, L. S., Mathes, P. G.., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Education Research Journal, 34(1), 174-206. Fung, I. Y. Y., Wilkinson, I. A. G., & Moore, D. W. (2003). L1-assisted reciprocal teaching to improve ESL student’s compression English expository text. Learning and Instruction, 13, 1-31. Gagn’e, E. D. (1985). The cognitive psychology of school learning. Boston: Little, Brown and Company. Garner, R. (1982). Verbal-report data in reading strategies. Journal of Reading Behavior, 14(2), 159-167. Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ:Ablex. Garner, R., & Kraus, C. (1981-1982). Good and poor comprehenders differences in knowing and regulating reading behaviors. Educational Research Quarterly, 6, 5-12. Gaskins, I. (1994). Classroom applications of cognitive science: Teaching poor readers how to learn, think, and problem solve. In K. McGilly (Ed.), Classroom Lessons: Integrating cognitive theory and classroom practice (pp. 129-154). Cambridge, MA: The MIT Press. Gelzheiser, L. M. (1986). Instruction that affords skill transfer. New York: Paper presented at the Annual Conference of the Association for Children and Adults with Learning Disabilities. Baker, L., & Brown, A. L. (1984). Metacognitive skills of reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 354-394). New York: Longman. Gibson, E. J., & Levin, H. (1975). The psychology of reading. Cambridge, MA: MIT Press. Goodman, K. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6, 126-135. Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406. Grabe, W., & Stoller, F. L. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. C. Muricia (Ed.), Teaching English as a Second or Foreign Language (pp. 187-203). Boston, MA: Heinle and Heinle. Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. London: Pearson. Graves, M. F., Juel, C., & Graves, B. B. (1998). Teaching reading in the 21st century. MA: Allyn and Bacon. Greenfield, P. M. (1984). A theory of the teacher in the learning activities of everyday life. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 95-116). Cambridge, MA: Harvard University Press. Greenway, C. (2002). The process, pitfalls and benefits of implementing a reciprocal teaching intervention to improve the reading comprehension of a group of year 6 pupils. Educational Psychology in Practice, 18(2), 113-137. Guthrie, J., & Wigfield, A. (1999). How motivation fits into a science of reading. Scientific Studies of Reading, 3, 199-205. Halls, D., & Beggs, E. (1998). Defining learner autonomy. In W. A. Renandya & G. M. Jacobs. (Eds.), Learners and language learning: Anthology Series 39. Singapore: SEAMEO Regional Language Centre: 26-39. Ilola, L. M., Power, K. M., & Jacobs, G. (1989). Structuring student interaction to promote learning. English Teaching Forum 27(3), 12-16. Harvey, S. & Goudvis, A (2000). Strategies that work: Teaching comprehension to enhance understanding. York. ME: Stenhouse. Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3-4), 255-278. Johnson, D. W., ＆ Johnson, R, T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. Boston: Allyn and Bacon. Jones, R. C. (2006). Strategies for Reading Comprehension. Reading Quest: Making Sense in Social Studies. Retrieved July 20, 2006, from http://www.readingquest.org/ Johnston, P. H. (1983). Reading comprehension assessment: A cognitive basis. Newark, DE: International Reading Association. Johnston, P. H. (1984). Background knowledge, reading comprehension and test bias. Reading Research Quarterly, 19, 219-239. Johnston, P., & Pearson, P. D. (1982). Prior knowledge, connectivity, and the assessment of reading comprehension. Urbana: University of Illinois, Center for the Study of Reading. Kagan, S. (1994). Cooperative Learning. San Clemente, California: Kagan Publishing. Kaufman, K., & Woods, A. (2003). Reading for Success. Taiwan: Foremost Publishing. Kelly, M., Moore, D. W., & Tuck, B. F. (1994). Reciprocal teaching in a regular primary school classroom. Journal of Educational Research, 88(1), 53-61. Barnett, M. A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern Language Journal, 72(2), 150-162. Kern, R. G. (1989). Second language reading strategy instruction: its effects on comprehension and word inference ability. Modern Language Journal, 73, 135-147. Kim, A. H., Vaughn, S., Klingner, J. K., Woodruff, A. L., Reutebuch, C. K., & Kouzekanani, K. (2006). Improving the reading comprehension of middle school students with disabilities through Computer-Assisted Collaborative Strategic Reading. Remedial and Special Education, 27(4), 194-255. King, A. (1991). Effects of training in strategic questioning on children’s problem-solving performance. Journal of Educational Psychology, 83, 307-317. Kletzien, S. B. (1991). Strategy use by good and poor comprehenders reading expository text of differing levels. Reading Research Quarterly 16, 67-86. Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275-293. Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7), 738-747. Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press. Kuo, L. H. (2004). The correlation between Chinese reading and English reading of senior high EFL students in Hsinchu and Miaoli areas. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan. Kurtz, B. E., & Borkowski, J. G. (1987). Development of strategic skills in impulsive and reflective children: A longitudinal study of metacognition. Journal of Experimental Child Psychology, 43, 129-148. Lederer, J. M. (2000). Reciprocal teaching of social studies in inclusive elementary classrooms. Journal of Learning Disabilities, 33(1), 91-106. Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press. Le Fevre, D. M., Moore, D. W., & Wilkinson, I. A. G. (2003). Tape-assisted reciprocal teaching: Cognitive bootstrapping for poor decoders. British Journal of Educational Psychology, 73, 37-58. Lee, H. H., Huang, H. W., & Huang, C. Y. (1997). Effects of reciprocal teaching on reading comprehension ability, metacognitive ability, and reading attitude of elementary school sixth-grade students. Journal of National Chia-i Teachers College, 11, 89-117. Levine, A. & Reves, T. (1990). Does the method of vocabulary presentation make a difference? TESL Canada Journal, 8, 37-51. Liang, Y. F. (2002). The Effects of Metacognitive Reading Strategy Training on Mildly Disabled Learners in Junior High School. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan. Lijern, J. T. (1993). Reciprocal teaching of metacognitive strategies to strengthen reading comprehension of high school students in Spanish: A descriptive case study. Unpublished doctoral dissertation, University of Akron. Lin, P. H. (2004). The Effects of Reciprocal Teaching on Reading Comprehension of Junior High School Students with Learning Disabilities. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan. Lin, S. M. (2003). The effectiveness of reciprocal teaching instruction on reading comprehension in science text for elementary school fifth grade students. Unpublished master’s thesis, National Taichung University, Taichung, Taiwan. Lochhead, J., & Whimbey, A. (1987). Problem solving and comprehension. Hillsdale, NJ: Lawrence Erlbaum associates. Lu, Y. C. (2005). The Effects of Reciprocal Teaching on Reading Instruction of Modern Literature. Unpublished master’s thesis, National Ping Tung University of Science and Technology, Ping Tung, Taiwan. Lysynchuk, L. M., Pressley, M., & Vye, N. J. (1990). Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders. The Elementary School Journal, 90(5), 469-484. Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2, 131-156. Markman, E. M., (1979). Realizing that you don’t understand: Elementary school children’s awareness of inconsistencies. Child Development, 50, 643-655. McCrindle, A., & Christensen, A. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5, 167-185. McNeil, J. D. (1987). Metacognition in reading comprehension. In J. McNeil (Ed.), Reading comprehension: New directions for classroom practice (2nd edit.) (pp. 91-105). Glenview, IL: Scott, Foresman and Company. Meijnen, G. W., Lagerweij, N. W., & Jong, P. F. (2003). Instruction characteristics and cognitive achievement of young children in elementary schools. School Effectiveness and School Improvement, 14(2), 159-187. Miller, G. E. (1987). The influence of self-instruction on the comprehension monitoring performance of average and above-average readers. Journal of Reading Behavior, 19, 303-317. Mikulecky, B. S. (1990). A short course in teaching reading skills. Reading, Massachusetts: Addison-Wesley Publishing Co. Monteiro, S. Q. (1992). A Contrastive Investigation of ‘Reading Strategy Awareness’ and ‘Reading Strategy Use’ By Adolescents Reading in the First Language (Portuguese) and in the Foreign Language (English). Unpublished doctoral dissertation, University of Essex. Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newberry House. Nunan, D. (1999). Second language teaching and learning. Boston, MA: Heinle & Heinle. Nuttall, C. (2000). Teaching reading skills in a foreign language. Oxford: Macmillan Heinemann. Blanton, L. P., & Blanton, W. E. (1994). Providing reading instruction to mildly disabled students: Research into practice. In K.D. Wood & B, Algozzine (Eds.), Teaching reading to high-risk learners (pp.9-48). MA: Simon & Schuster. Oczuks, L. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, DE: International Reading Association. O’ Donnell. M. P., & Wood, M. (1999). Becoming a reader: A developmental approach. Needham Heights, MA: Allyn & Bacon. O’Malley, J. M. (1987). The effects of training in the use of learning strategies. In A. Wenden & J. Rubin (Eds.), Learner Strategies in Language Learning. Great Britain: Prentice Hall. O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge Applied Linguistics Series. Cambridge: Cambridge University Press. O’ Neill, S. P. (1992). Metacognitive strategies and reading achievement among developmental students in an urban community college. Reading Horizons, 32 (4), 316-330. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers. Palincsar, A. S. (1982). Improving the reading comprehension of junior high school students through the reciprocal teaching of comprehension-monitoring strategies. Unpublished doctoral dissertation, University of Illinois at Urbana- Champaign. Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21(1-2), 73-98. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension -foster and comprehension-monitoring activities. Cognition and Instruction, 117-175. Palincsar, A. S., & Brown, A. L. (1988). Teaching and practicing thinking skills to promote comprehension in the context of group problem solving. RASE, 9(1), 53-59. Block, C. C. (1993). Strategy instruction in a literature-based program. Elementary School Journal, 94, 139-151. Palincsar, A. S., Brown, A. L., & Martin, S. M. (1987). Peer interaction in reading comprehenaion instruction. Educational Psychologist, 22(3), 231-253. Palincsar , A. S., David, Y., Winn, J., Stevens, D., & Brown, A. L. (1990, April). Examining the differential effects of teacher- versus student- controlled activity in comprehension instruction. Paper presented to the annual meeting of the American Educational Research Association, Boston. Palincsar, A. S., & Klent, L.(1992). Fostering literacy learning in supportive contexts. Journal of Learning Disabilities, 25(4), 211-225, 229. Paris, S. G., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning: a program to improve children’s reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239-1252. Paris, S. G., & Lindauer, B. K. (1982). The development of cognitive skills during childhood. In B. B. Wolman (Ed.), Handbook of developmental psychology (pp. 333-349). Englewood Cliffs, N. J.: Prentice Hall. Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum. Pearson, P. D., & Dole, J. A. (1987). Explicit comprehension instruction: A review of research and a new conceptualization of instruction. Elementary School Journal, 88(2), 151-165. Pearson, P. D., & Gallagher, M. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317-344. Pearson, P. D., Hansen, J., & Gordon, C. (1979). The effect of background knowledge on young children’s comprehension of explicit an implicit information. Journal of Reading Behavior, 11(3), 201-209. Block, C., Rogers, L., Johnson, R. (2004). Comprehension process instruction: Creating reading success in grades K-3. The Guilford Press: New York, NY. Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26-56. Philip, B., & Hua, T. K. (2006). Metacognitive strategy instruction (MSI) for reading: co-regulation of cognition. Jurnal e-Bangi, 1. Retrieved January 19, 2007, from http://pkukmweb.ukm.my/~ebangi/tankimhua-edited.pdf Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. Kamil, P. Mosenthal, P. Pearson & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545-561). Mahwah, NJ: Erbaum. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum. Raphael, T. (1986). Teaching question answer relationships, revisited. The Reading Teacher, 39(6), 516-522. Rhodes, L. (1979). Comprehension and predictability: An analysis of beginning reading materials. In R. Carey & J. Harste (Eds.), New perspectives on comprehension. Bloomington: Indiana University. Rogoff, B., & Gardner, W. (1984). Guidance in cognitive development: An examination of mother-child instruction. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 95-116), Cambridge, MA: Harvard University Press. Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530. Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J Spiro, B. C. Brace & W. E. Brewer (Eds), Theoretical issues in reading comprehension (pp. 35-58). Hilldale, NJ: Lawrence Erlbaum associates. Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14(1), 1-16. Block, E. L. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20, 463-495. Salinger, T. (2003). Helping older, struggling readers. Preventing School Failure, 47(2). |
描述: | 碩士 國立政治大學 英國語文學系英語教學碩士在職專班 92951008 95 |
資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0929510082 | 資料類型: | thesis |
| Appears in Collections: | 學位論文 |
Files in This Item:
| File | Size | Format | |
|---|---|---|---|
| index.html | 115 B | HTML2 | View/Open |
Google ScholarTM
Check
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.