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題名 同儕教導式重複閱讀法與國中生之英語口頭閱讀流暢度：個案研究過程中的學習機會與挑戰
Peer-Mediated Repeated Reading with EFL Junior High School Students’ Oral Reading Fluency: A Case Study on Affordance and Challenges
作者 蔡宜薰
Tsai, Yi Hsun
貢獻者 招靜琪
Chao, Chin Chi
蔡宜薰
Tsai, Yi Hsun
關鍵詞 重複閱讀
口語流暢度
關鍵事件
repeated reading
oral reading fluency
critical event
日期 2013
上傳時間 14-Jul-2014 11:33:58 (UTC+8)
摘要 重複式閱讀法(repeated reading)最初在英語為母語的國家施行，藉由重複閱讀同一文章方式，達到認字自動化(automaticity)，用以提升閱讀的速度與理解度。多項實驗研究顯示，口語流暢度與閱讀能力有高度的正向相關，而重複式閱讀法能有效提升口語流暢度。此研究是為期十二週的同儕教導式閱讀教學法(peer-mediated repeated reading)運用於台灣北部一所國中英語課程中，參與者為二十八名八年級學生。以學校教科書內文章和學校採用的學習補充閱讀內容為學習教材。重複閱讀活動每週兩次，共二十四節活動。
此研究採個案研究法，選擇三組學習者作為觀察對象，以深入探討學習者於同儕教導式重複閱讀法中的學習過程，以及觀察探討關鍵事件(critical event)於學習的影響。資料蒐集包含質性資料：(1)課堂觀察記錄，(2)學生學習日誌，(3)四次個人訪談，以及(4)四次文章一分鐘口語閱讀正確字數(correct words read per minute)的量化資料。
根據三組個案研究得到的結果顯示，於國中英語課堂中實行同儕教導式閱讀教學法，對口語流暢度產生的學習機會為：(1)因累積的練習影響與斷句運用而導致口語速度的增加。(2)口語閱讀準確度的增加。同儕提供的口語錯誤糾正，學習者自身對於正確度的自覺提升，以及自我學習狀態監測對正確度提升有正向影響。(3)因閱讀速度增加的學習成果或指導同儕提高自我信心而提升的英語學習動機。而在運用同儕教導式閱讀教學法於課堂活動，可能遭遇到的挑戰為：(1)同儕無法提供糾正性回饋，導致口語錯誤一再重複。(2)因欲增加口語速度或因重複的過程無聊，而未清楚地唸出英文字彙的發音，隨意帶過。(3)過度依賴同伴提供的立即口語回饋，以及標示的中文注音符號來念出不會的單字。最後，依據本研究結果，針對此三項挑戰提出建議。並基於此研究中同儕教導式重複閱讀法對於口語流暢度產生正向的增進效果和提供的學習機會，建議於國中英語課堂中採用此學習法，有助於增進國中生口語能力。
This study was conducted to determine affordances and challenges pertaining to peer-mediated repeated reading (RR) as a regular classroom activity in junior high schools. Although RR has been widely used in L1 countries as a method to develop oral reading fluency, it has only been studied by Taiwanese researchers in the last decade. However, limited research has been conducted regarding the implementation of RR in junior high school English classrooms. Therefore, this qualitative study was conducted to obtain further understanding of the impact of RR regarding the improvement of oral reading fluency among junior high school students. Changes in oral reading performance among 28 participants from a junior high school in Northern Taiwan were observed over the course of a 12-week peer-mediated RR program; furthermore, the learning processes among all participants, which featured three focused dyads, and the critical events experienced along with the impact of these events, were observed. The collected data included classroom observation notes and videos, students’ learning journals, four interviews, and quantitative oral reading rate data (correct words read per minute). The affordances of this method were determined as follows: (1) oral reading rates increased because of the effect of accumulated practice and more practice with sentence chunking; (2) oral reading accuracy was enhanced because participants were provided corrective feedback and developed a sense of accuracy; furthermore, some high achievers demonstrated an enhanced metacognitive ability; and (3) having a partner motivated the participants to learn and facilitated the development of a sense of self-competence during the RR sessions. The following challenges were also encountered: (1) repeated errors resulted from the lack of corrective feedback from partners, (2) careless oral reading owing to the pursuit of a higher oral reading rate or the boredom arising from repetition, and (3) overreliance on corrective feedback from partners and the use of Mandarin phonetic symbols to read out unknown words. Overall, the findings of this study suggested that the peer-mediated RR method could be effectively applied as a regular classroom activity in junior high schools to enhance the oral reading fluency of students.
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Allen, V. (Ed.) (1976). Children as teachers: Theory and research on tutoring. New York: Academic Press.
Chen, G. H. (2009). Effects of interactive repeated reading on EFL elementary school students’ reading fluency and comprehension. Unpublished master’s thesis, Chung-Cheng University, Chia-Yi, Taiwan.
Chen, M. H. (2008). An action research of integrating “readers theater” into English remedial instruction for elementary school EFL underachievers. Unpublished master’s thesis, Taipei University of Education, Taipei, Taiwan.
Chomsky, C. (1976). After Decoding: What? Language Arts, 53, 288-296.
Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
Cohen, J. (2011). Building fluency through the repeated reading method. English Teaching Forum, 49 (3), 20-27.
Dahl, P. R. (1974). An experimental program for teaching high speed word recognition and comprehension skills. (Final Report Project #3-1154) Washington, DC: National Institute of Education (ERIC Document Reproduction Service No. ED099 816).
Dowhower, S. L. (1994). Repeated reading revisited: Research into practice. Reading & Writing, 10, 343-358.
Faulkner, H. J., & Levy, B. A. (1999). Fluent and nonfluent forms of transfer in reading: Words and their message. Psychonomic Bulletin & Review, 6, 111-116.
Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. Journal of Special Education, 39, 34-44.
Fuchs, D., Fuchs, L.S., Mathes, P.G. & Simmons, D. C. (1997a). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical
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Gisbert, D.D. & Font, C. M. (2008). Competence, self-concept as a writer and pedagogical satisfaction. School Psychology International, 29 (4), 481-499.
Goodman, Y.M. (1996). Revaluing readers while readers revalue themselves: Retrospective miscue analysis. The Reading Teacher, 49, 600-609.
Green, S. K., Alderman G. & Liechty, A. (2005). Peer tutoring, individualized intervention, and progress monitoring with at-risk second grade readers. Preventing School Failure, 1, 11-15.
Homan, S. P., Klesius, J. P., & Hite, C. (1993).Effects of repeated readings and non-repetitive strategies on students’ fluency and comprehension. Journal of Educational Research, 87, 94-99.
Han, Z. H. & Chen, C. A. (2010). Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese. Reading in a Foreign Language, 22, 242-262.
Hung, Y. F. (2011) The effects of repeated reading on word recognition and reading
fluency of fourth graders in Taiwan. M.A. thesis. National Taipei University of
Education, Taipei, Taiwan.
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., &Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95(4), 719-729.
LaBerge, D., & Samuels, S. J. (1974).Toward a theory of automatic information processing in reading. Cognitive Psychologist, 6, 293-323.
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描述 碩士
國立政治大學
英語教學碩士在職專班
100951006
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100951006
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin Chien_US
dc.contributor.author (Authors) 蔡宜薰zh_TW
dc.contributor.author (Authors) Tsai, Yi Hsunen_US
dc.creator (作者) 蔡宜薰zh_TW
dc.creator (作者) Tsai, Yi Hsunen_US
dc.date (日期) 2013en_US
dc.date.accessioned 14-Jul-2014 11:33:58 (UTC+8)-
dc.date.available 14-Jul-2014 11:33:58 (UTC+8)-
dc.date.issued (上傳時間) 14-Jul-2014 11:33:58 (UTC+8)-
dc.identifier (Other Identifiers) G0100951006en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67491-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 100951006zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 重複式閱讀法(repeated reading)最初在英語為母語的國家施行，藉由重複閱讀同一文章方式，達到認字自動化(automaticity)，用以提升閱讀的速度與理解度。多項實驗研究顯示，口語流暢度與閱讀能力有高度的正向相關，而重複式閱讀法能有效提升口語流暢度。此研究是為期十二週的同儕教導式閱讀教學法(peer-mediated repeated reading)運用於台灣北部一所國中英語課程中，參與者為二十八名八年級學生。以學校教科書內文章和學校採用的學習補充閱讀內容為學習教材。重複閱讀活動每週兩次，共二十四節活動。
此研究採個案研究法，選擇三組學習者作為觀察對象，以深入探討學習者於同儕教導式重複閱讀法中的學習過程，以及觀察探討關鍵事件(critical event)於學習的影響。資料蒐集包含質性資料：(1)課堂觀察記錄，(2)學生學習日誌，(3)四次個人訪談，以及(4)四次文章一分鐘口語閱讀正確字數(correct words read per minute)的量化資料。
根據三組個案研究得到的結果顯示，於國中英語課堂中實行同儕教導式閱讀教學法，對口語流暢度產生的學習機會為：(1)因累積的練習影響與斷句運用而導致口語速度的增加。(2)口語閱讀準確度的增加。同儕提供的口語錯誤糾正，學習者自身對於正確度的自覺提升，以及自我學習狀態監測對正確度提升有正向影響。(3)因閱讀速度增加的學習成果或指導同儕提高自我信心而提升的英語學習動機。而在運用同儕教導式閱讀教學法於課堂活動，可能遭遇到的挑戰為：(1)同儕無法提供糾正性回饋，導致口語錯誤一再重複。(2)因欲增加口語速度或因重複的過程無聊，而未清楚地唸出英文字彙的發音，隨意帶過。(3)過度依賴同伴提供的立即口語回饋，以及標示的中文注音符號來念出不會的單字。最後，依據本研究結果，針對此三項挑戰提出建議。並基於此研究中同儕教導式重複閱讀法對於口語流暢度產生正向的增進效果和提供的學習機會，建議於國中英語課堂中採用此學習法，有助於增進國中生口語能力。		zh_TW
dc.description.abstract (摘要) This study was conducted to determine affordances and challenges pertaining to peer-mediated repeated reading (RR) as a regular classroom activity in junior high schools. Although RR has been widely used in L1 countries as a method to develop oral reading fluency, it has only been studied by Taiwanese researchers in the last decade. However, limited research has been conducted regarding the implementation of RR in junior high school English classrooms. Therefore, this qualitative study was conducted to obtain further understanding of the impact of RR regarding the improvement of oral reading fluency among junior high school students. Changes in oral reading performance among 28 participants from a junior high school in Northern Taiwan were observed over the course of a 12-week peer-mediated RR program; furthermore, the learning processes among all participants, which featured three focused dyads, and the critical events experienced along with the impact of these events, were observed. The collected data included classroom observation notes and videos, students’ learning journals, four interviews, and quantitative oral reading rate data (correct words read per minute). The affordances of this method were determined as follows: (1) oral reading rates increased because of the effect of accumulated practice and more practice with sentence chunking; (2) oral reading accuracy was enhanced because participants were provided corrective feedback and developed a sense of accuracy; furthermore, some high achievers demonstrated an enhanced metacognitive ability; and (3) having a partner motivated the participants to learn and facilitated the development of a sense of self-competence during the RR sessions. The following challenges were also encountered: (1) repeated errors resulted from the lack of corrective feedback from partners, (2) careless oral reading owing to the pursuit of a higher oral reading rate or the boredom arising from repetition, and (3) overreliance on corrective feedback from partners and the use of Mandarin phonetic symbols to read out unknown words. Overall, the findings of this study suggested that the peer-mediated RR method could be effectively applied as a regular classroom activity in junior high schools to enhance the oral reading fluency of students.en_US
dc.description.tableofcontents Table of Contents

Chinese Abstract vii
English Abstract ix

CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purpose of the Study 4
Research Questions 4
Significance of the Study 5

CHAPTER TWO LITERATURE REVIEW 7
Oral Reading Fluency 7
Repeated Reading 8
Peer-Mediated Repeated Reading 9
L2 Research on Repeated Reading 11
Studies on Repeated Reading in Taiwan 12

CHAPTER THREE METHODS 15
Context and Participants 15
The Peer-mediated RR Program 16
Materials 16
Pre-test, Two Mid-Program Check Points, and Post-test 16
Student Paring 18
Selection of Three Focus Dyads 19
Classroom Activities 24
Data Collection 26
Data Analysis 29

CHAPTER FOUR RESULTS 31
Oral Reading Performance of the Whole Class 31
The Three Focus Dyads 33
Dyad A: Holly and Lola 34
Holly 34
Lola 35
Critical Events Experienced by Dyad A 38
Dyad A:Peer-Mediated Repeated Reading Learning Processes 42
Dyad B: Hannah and Lily 50
Hannah 50
Lily 52
Critical Events Experienced by Dyad B 55
Dyad B: Peer-Mediated Repeated Reading Learning Processes 61
Dyad C: Hank and Lucy 67
Hank 67
Lucy 69
Critical Events Experienced by Dyad C 73
Dyad C:Peer-Mediated Repeated Reading Learning Processes 83
Hank’s Reflection After the Peer-mediated RR Program 89

CHAPTER FIVE DISCUSSION 91
The Cross-Case Analysis 91
(a)Interaction between the Members of Each Dyad 91
(b)Accuracy or Speed Focus in Peer-Mediated Repeated Reading 95
(c) Methods Applied for Peer Tutoring 97
(d) Strategies Used for Learning 99
(e) Progress Made because of the Peer-mediated Repeated Reading Program 101
Summary of Cross-Case Analysis 102
Affordances of Peer-Mediated Repeated Reading 104
Peer-Mediated Repeated Reading Increases Oral Reading Rate 104
Peer-Mediated Repeated Reading Enhances Oral Reading Accuracy 107
Peer-Mediated Repeated Reading Arouses Learning Motivation 111
Challenges of Peer-Mediated Repeated Reading 114
Repeated Errors 114
Careless Oral Reading 116
Over-reliance on Partner’s Feedback or Mandarin Phonetic Symbols 120

CHAPTER SIX CONCLUSION 123
Summary of the Findings 123
Pedagogical Implications 124
Limitation of the Study 126
Suggestions for Future Research 127
Conclusion 128

RERERENCES 129
APPENDIXES 134
Appendix A 135
Appendix B 138
Appendix C 139		zh_TW
dc.format.extent 3078059 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100951006en_US
dc.subject (關鍵詞) 重複閱讀zh_TW
dc.subject (關鍵詞) 口語流暢度zh_TW
dc.subject (關鍵詞) 關鍵事件zh_TW
dc.subject (關鍵詞) repeated readingen_US
dc.subject (關鍵詞) oral reading fluencyen_US
dc.subject (關鍵詞) critical eventen_US
dc.title (題名) 同儕教導式重複閱讀法與國中生之英語口頭閱讀流暢度：個案研究過程中的學習機會與挑戰zh_TW
dc.title (題名) Peer-Mediated Repeated Reading with EFL Junior High School Students’ Oral Reading Fluency: A Case Study on Affordance and Challengesen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) RERERENCES
Archer, A.L., Gleason, M.M., & Vachon, V.L. (2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26, 89-101.
Allen, V. (Ed.) (1976). Children as teachers: Theory and research on tutoring. New York: Academic Press.
Chen, G. H. (2009). Effects of interactive repeated reading on EFL elementary school students’ reading fluency and comprehension. Unpublished master’s thesis, Chung-Cheng University, Chia-Yi, Taiwan.
Chen, M. H. (2008). An action research of integrating “readers theater” into English remedial instruction for elementary school EFL underachievers. Unpublished master’s thesis, Taipei University of Education, Taipei, Taiwan.
Chomsky, C. (1976). After Decoding: What? Language Arts, 53, 288-296.
Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
Cohen, J. (2011). Building fluency through the repeated reading method. English Teaching Forum, 49 (3), 20-27.
Dahl, P. R. (1974). An experimental program for teaching high speed word recognition and comprehension skills. (Final Report Project #3-1154) Washington, DC: National Institute of Education (ERIC Document Reproduction Service No. ED099 816).
Dowhower, S. L. (1994). Repeated reading revisited: Research into practice. Reading & Writing, 10, 343-358.
Faulkner, H. J., & Levy, B. A. (1999). Fluent and nonfluent forms of transfer in reading: Words and their message. Psychonomic Bulletin & Review, 6, 111-116.
Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. Journal of Special Education, 39, 34-44.
Fuchs, D., Fuchs, L.S., Mathes, P.G. & Simmons, D. C. (1997a). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical
analysis. Scientific Studies of Reading, 5(3), 239-256.
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