Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/77311
|
| Title: | 國小學童閱讀理解策略運用之個案研究
A Study of a Sixth Grader`s Manipulation of English Reading Strategies |
| Authors: | 延允怡
Yan, Yeun Yi |
| Contributors: | 余明忠
Yu, Ming Chung
延允怡
Yan, Yeun Yi |
| Keywords: | 閱讀策略
閱讀策略教學
文體素材
與同儕閱讀
個人閱讀
reading strategies
reading strategy instruction
reading texts
reading with peers
individual reading |
| Date: | 2015 |
| Issue Date: | 2015-08-03 13:43:05 (UTC+8) |
| Abstract: | 本個案研究探討個案在閱讀不同文體及主題的文章時策略之運用；另一方面觀察他與同儕一起閱讀的情境中和個人閱讀的情況下策略使用的情形，同時討論英語能力、年齡和其閱讀策略運用的關係。文章體材包括故事、說明文和描寫文三類。觀察及分析的閱讀策略含總體性、問題解決性及支持性等。資料分析工具包括教師觀察及筆記、訪談及閱讀策略問卷，輔以自我效能問卷、標準測驗等。先前國內較少以國小學生為對象進行英語閱讀策略運用的個案研究，希望本研究結論可以提供學生自我成長和相關領域教學者在設計閱讀策略教學時的參考。
研究結果顯示，閱讀策略教學能拓展學習者對增進閱讀理解力之策略的認識；對各種不同文體的文章，個案最常使用的是總體性策略，最少使用支持性策略；策略的使用主要和學習者對文章內容的興趣、生活經驗、閱讀習慣、學習工具有關；當個案和能力相當的同儕一起學習時，常表現出更強的學習動機，也樂意嘗試較多的策略。但在個人閱讀的情況下，個案顯露出獨立閱讀者的特質，也讀得更快。從結果也顯示以科技輔助教學並結合聽說寫等能力的學習活動，更能激發學生的學習意願。
建議未來可囊括較多異質性學習者來進行實驗；給予學生自己選擇文本的機會；也可更有計畫地設計分組方式來檢測學生最佳的閱讀策略使用情境。
關鍵字 : 閱讀策略、閱讀策略教學、文體素材、與同儕閱讀、個人閱讀
The purposes of this research were to explore a young reader’s manipulation of reading strategies while reading different types/topics of texts and to determine the differences between his strategy use in a peer reading situation and that in an individual reading situation. How the student’s English proficiency and age influenced his strategy use is also discussed. Three categories of reading strategies were observed: global reading strategies, problem-solving strategies, and support strategies. Data were collected through the teacher’s observations and notes, interviews, the participant’s strategy questionnaires, and tests.
The results revealed that the participant’s strategy use was related to his interests toward the reading text, his background knowledge, reading habits, learning tools, and reading situations. Global strategies were used the most often, while support strategies were used the least. The participant demonstrated a higher willingness to manipulate more strategies when he worked with someone of equal English ability; however, he was more of an autonomous reader and read faster in an individual reading situation. In addition, learning with technology highly motivated the participant to try out different strategies.
For future studies, the involvement of diverse backgrounds and student personalities to increase the credibility of the results is recommended. It is also worth a try to give children the freedom to choose what they would like to read. Moreover, grouping can be more carefully designed to examine the optimal environment in which students’ strategy use can be exerted to the full.
Keywords: reading strategies, reading strategy instruction, reading texts, reading with peers, individual reading |
| Reference: | English References:
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
Allington, R. L. (1983). The reading instruction provided readers of differing reading abilities. The Elementary School Journal, 548-559.
Alyousef, H. S. (2006). Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning, Vol. 5, No. 1.
Anderson, N. (1999). Exploring Second Language Reading: Issues and Strategies. The Electronic Journal for English as a Second Language, TESL-EJ, 4(1). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume4/ej13/ej13r7/?wscr
Auerbach, E. R., & Paxton, D. (1997). “It’s not the English Thing:” Bringing reading research into the ESL classroom. TESOL Quarterly, 31(2), 237-261.
Baker, L., & Brown, A. L. (1984). Cognitive monitoring in reading. Understanding reading comprehension, 21-44.
Barrentine, S. J. (1996). Engaging with reading through interactive read-alouds. The
Reading Teacher, 36-43.
Bejarano, Y. (1987). A Cooperative Small‐Group Methodology in the Language Classroom. Tesol Quarterly, 21(3). 483-504.
Bernhardt, E. (2005). Progress and procrastination in second language reading. Annual review of applied linguistics, 25, 133-150.
Bialystok, E., & Fröhlich, M. (1978). Variables of Classroom Achievement in Second
Language Learning*. The Modern Language Journal, 62(7), 327-336.
Blackstone, A. (2012). Principles of Sociological Inquiry–Qualitative and Quantitative Methods. Retrieved from http://catalog.flatworldknowledge.com/bookhub/reader/3585?e=blackstone_1.0-ch10_s05
Bouvet, E. J. (2002). Reading in a foreign language: Strategic variation between readers of differing proficiency.
Brandl, K. (2002). Integrating Internet-based reading materials into the foreign
language curriculum: From teacher-to student-centered approaches. Language
learning & technology, 6(3), 87-107.
Brantmeier, C. (2002). Second language reading strategy research at the secondary and
university levels: Variations, disparities, and generalizability. The Reading
Matrix, 2(3).
Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition.
Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education. Inc.
Brown, A. L., Armbruster, B. 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: Lawrence Erlbaum.
Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational researcher, 14-21.
Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. Knowing, learning, and instruction: Essays in honor of Robert Glaser, 393-451.
Brown, R., El-Dinary, P. B., & Pressley, M. (1996). Balanced comprehension instruction: Transactional strategies instruction. Balanced instruction: Strategies and skills in whole language, 177-192.
Carroll, J. B. (2000). The analysis of reading instruction: Perspectives from psychology and linguistics. Scientific Studies of Reading, 4(1), 3-17.
Carrell, P. L. (1987). Content and formal schemata in ESL reading. TESOL quarterly, 21(3), 461-481.
Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 121-134.
Carrell P. L. (1998). Can reading strategies been successfully taught? The Language Teacher.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL quarterly, 553-573.
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647-669.
Chall, J. S. (1996). American reading achievement: Should we worry?. Research in the Teaching of English, 303-310.
Chamot, A. U., & El-Dinary, P. B. (1999). Children`s learning strategies in language immersion classrooms. Modern Language Journal, 319-338.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign language annals, 22(1), 13-22.
Chang, A. Y. (2014). The Effects of Songs and Chants on a Young EFL Learner`s Attitudes toward Oral Communication: A Case Study. Master thesis. National Cheng Chi University, Taipei.
Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific studies of reading, 10(4), 331-362.
Chou, Y. C. (2008). Exploring the reflection of teachers’ beliefs about reading theories and strategies on their classroom practices. Feng Chia Journal of Humanities and Social Sciences, 16, 183-216.
Chun, D. M., & Plass, J. L. (1996). Facilitating reading comprehension with
multimedia. System, 24(4), 503-519.
Claridge, G. (2012). Graded Readers: How the Publishers Make the Grade.Reading in a Foreign Language, 24(1), 106-119.
Clark, S. K. (2012). Taking A Closer Look: Teaching Students to Be Metacognitive.Utah Journal of Reading and Literacy, 15(1), 15.
Clarke, M. A., & Silberstein, S. (1977). TOWARD A REALIZATION OF PSYCHOLINGUISTIC PRINCIPLES IN THE ESL READING CLASS1. Language learning, 27(1), 135-154.
Coady, J. (1979). A psycholinguistic model of the ESL reader. Reading in a second language, 5-12.
Cohen, A. D. (1990). Language learning. Insights for Learners, Teachers and Researchers.
Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow, Essex: Longman.
Cohen, A. D., & Macaro, E. (2007) Language learner strategies. Oxford; Oxford University Press.
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth‐grade skilled readers to search for and locate information on the Internet. Reading research quarterly, 42(2), 214-257.
Cole, A. D. (2006). Scaffolding beginning readers: Micro and macro cues teachers use during student oral reading. The Reading Teacher, 59(5), 450-459.
Crabtree, B. F., & Miller, W. L. (Eds.). (1999). Doing qualitative research. Sage Publications.
Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children`s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131.
Cubukcu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1), 1-11.
Davis, C. (1995). Extensive reading: an expensive extravagance?. ELT journal,49(4),
329-336.
Dey, I. (2003). Qualitative data analysis: A user friendly guide for social scientists. Routledge.
Dillenbourg, P. (1999). What do you mean by collaborative learning?
Collaborative-learning: Cognitive and Computational Approaches., 1-19. Oxford.
Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal, 78(4), 453-464.
Dreyer, C., & Nel, C. (2003, June). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. Retrieved from http://www.elsevier.com/locate/system
Duke, N. K. & Pearson, P. D. (2002). Effect practices for developing reading comprehension. What research has to say about reading instruction. International Reading Association. 205-236.
Ehrman, M., & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. The Modern Language Journal, 73(1), 1-13.
Ehrman, M. E., & Oxford, R. L. (1990). Adult language learning styles and strategies in an intensive training setting. The modern language journal, 74(3), 311-327.
Emerson, R. M., Fretz, R. I. & Shaw, L. L. (1995). Writing ethnographic fieldnotes. University of Chicago Press, Chicago, IL.
Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313-330.
Ehrman, M., Nyikos, M. & Oxford, R. (1988). Vive la difference? Reflections on sex differences in use of language learning strategies. Foreign Language Annals,21(4), 321-329.
Finkbeiner, C. (2006). EFL and ESL Knowledgeable Reading. Babylonia, 3(4), 45-49.
Fisher, A. (2008). Teaching comprehension and critical literacy: investigating guided reading in three primary classrooms. Literacy, 42(1), 19-28.
Fisher, D., & Frey, N. (2007). Implementing a schoolwide literacy framework: Improving achievement in an urban elementary school. The Reading Teacher,61(1), 32-43.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist, 34, 906-911.
Freebody, P., & Anderson, R. C. (1983). Effects of vocabulary difficulty, text cohesion,
and schema availability on reading comprehension. Reading research quarterly,
277-294.
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174-206.
Gallini, J. K. (1993). The Influence of Macro and Micro-Level Cognitive Strategies Training on Text Learning. Journal of Research and Development in Education,26(3), 164-78.
Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. Reading Teacher, 50, 14-25.
Gambrell, L. B., & Heathington, B. S. (1981). Adult disabled readers’ metacognitive awareness about reading tasks and strategies. Journal of Reading Behavior, 8(3), 216-221.
Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex Pub.
Garner, R., & Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. Educational psychologist, 24(2), 143-158.
Garofalo, J., & Lester Jr, F. K. (1985). Metacognition, cognitive monitoring, and
mathematical performance. Journal for research in mathematics education,
163-176.
Gertz, E. A. (1994). Enhancing Motivation and Reading Achievement: Intervention Strategies for the Underachieving Middle School Student. Nova Southeastern University.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game.
Goodman, K. S. (1982). What is universal about the reading process. In F.V. Gollasch (Ed.), Language and literacy: the selected of writings of Kenneth S. Goodman, Volume 1: Process, theory, research (pp. 70-75). Boston: Routledge and Kegan Paul LTD.
Goodman, K. S., & Goodman, Y. M. (1978). Reading of American Children Whose Language is a Stable Rural Dialect of English or a Language Other Than English. Final Report.
Goodman, S. (2003). Teaching youth media: A critical guide to literacy, video
production & social change (Vol. 36). Teachers College Press.
Grabe, W. (1991). Current developments in second language reading research. TESOL
quarterly.
Graham S. (1997). Positive strategies for advanced level language learning. Effective language learning. Modern Languages in Practice.
Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency and gender. TESOL Quarterly, 29(2), 261-293.
Hall, K. M., Sabey, B. L., & McClellan, M. (2005). Expository text comprehension: Helping primary-grade teachers use expository texts to full advantage. Reading Psychology, 26(3), 211-234.
Harmer, J. (2008). How to teach English. ELT journal, 62(3), 313-316.
Hirsch, E. D. (2003). Reading comprehension requires knowledge—of words and the world. American Educator, 27(1), 10-13.
Hsiao, T. Y., & Oxford, R. L. (2002). Comparing Theories of Language Learning Strategies: A Confirmatory Factor Analysis. The Modern Language Journal, 86(3), 368-383.
Hudson, T. (2007). Teaching second language reading (p. 107). Oxford: Oxford University Press.
Hughes. (1989). Testing reading. Testing for language teachers. Cambridge, N. Y.
Hurry, J.& Parker, M. (2007) Teachers’ use of questioning and modelling comprehension skills in primary classrooms. Educational Review, 59.3, pp. 229–314.
Jacobs, A. (2011). The pleasures of reading in an age of distraction. Oxford University
Press.
Johns, T., & Davies, F. (1983). Text as a vehicle for information: The classroom use
of written texts in teaching reading in a foreign language. Reading in a foreign
language, 1(1), 1-19.
Johnson, D. W., & Johnson, R. T. (2000). Cooperative learning, values, and culturally
plural classrooms. Classroom issues: Practice, pedagogy and curriculum, 15-28.
Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning
methods: A meta-analysis.
Johnson-Glenberg, M. C. (2005). Web-based training of metacognitive strategies for text comprehension: Focus on poor comprehenders. Reading and Writing, 18(7-9), 755-786.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press Inc.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Ltd.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive psychology, 6(2), 293-323.
Lai, S. F., Li, C. H., & Amster, R. (2013). Strategically smart or proficiency-driven? An investigation of reading strategy use of EFL college students in relation to language proficiency. Contemporary Issues in Education Research, 6(1).
Lan, Y. J., Sung, Y. T., & Chang, K. E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, 11(3), 130-151.
Lee, J. Y. (2015). Language learner strategy by Chinese-speaking EFL readers when
comprehending familiar and unfamiliar texts. Reading in a foreign language,
27(1), 71-95.
Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144-162.
Louise Barriball, K., & While, A. (1994). Collecting Data using a semi‐structured interview: a discussion paper. Journal of advanced nursing, 19(2), 328-335.
Lueg, K., & Lueg, R. (2014). From teacher-centred instruction to peer tutoring in the
heterogeneous international classroom: A Danish case of instructional
change. JSSE-Journal of Social Science Education, 13(2).
Lunzer, E., & Gardner, K. (1979). The effective use of reading.
MacIntyre, P. D., & Noels, K. A. (1996). Using Social‐psychological Variables to Predict The Use of Language Learning Strategies. Foreign Language Annals, 29(3), 373-386.
Madhumathi, P., & Ghosh, A. (2012). Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching, 5(12), p131.
Maxwell, J. A. (2008). Designing a qualitative study. The Sage handbook of applied social research methods, 214-253.
McCrudden, M. T., Perkins, P. G., & Putney, L. G. (2005). Self-efficacy and interest in the use of reading strategies. Journal of Research in Childhood Education,20(2), 119-131.
McDonough, S. H. (1999). Learner strategies. Language teaching, 32(01), 1-18.
McNeil, L. (2011). Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: an exploratory study. Reading and Writing, 24(8), 883-902.
Meng, J. (2010). Jigsaw cooperative learning in English reading. Journal of Language Teaching and Research, 1(4), 501-504.
Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students` awareness of reading strategies. Journal of Developmental Education, 25(3), 2.
Mohr, K. A. (2006). Children`s choices for recreational reading: A three-part investigation of selection preferences, rationales, and processes. Journal of Literacy Research, 38(1), 81-104.
Mulhall, A. (2003). In the field: notes on observation in qualitative research. Journal of advanced nursing, 41(3), 306-313.
Muth, K. D. (1987). Structure Strategies for Comprehending Expository Text. Reading Research and Instruction, 27(1), 66-72.
Nisbet, D. L., Tindall, E. R., & Arroyo, A. A. (2005). Language learning strategies and English proficiency of Chinese university students. Foreign Language Annals, 38(1), 100-107.
Nishino, T. (2007). Beginning to Read Extensively: A Case Study with Mako and Fumi. Reading in a Foreign Language, 19(2), 76-105.
Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL quarterly, 35(2), 307-322.
Nunan, D. (1992). Research methods in language learning. Cambridge University Press.
O`malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
O` malley, J. M., Chamot, A. U., Stewner‐Manzanares, G. L. O. R. I. A., Russo, R. P., & Küpper, L. (1985). Learning strategy applications with students of English as a second language. TESOL quarterly, 19(3), 557-584.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know.
New York: Newbury House Publishers.
Oxford, R. L. (1996). Employing a questionnaire to assess the use of language learning strategies. 1996 Volume 7 Numbers 1 & 2, 7(1), 28.
Padrón, Y. N. (1992). The effect of strategy instruction on bilingual students` cognitive strategy use in reading. Bilingual Research Journal, 16(3-4), 35-51.
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175.
Pardo, L. S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58(3), 272-280.
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.
Paris, S. G., & Myers, M. (1981). Comprehension monitoring, memory, and study strategies of good and poor readers. Journal of Literacy Research, 13(1), 5-22.
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: Erbaum.
Pawlak, M. (2011). Research into language learning strategies: Taking stock and looking ahead. Individual learner differences in SLA, 17-37.
Pearson, P. D. (1991). Developing expertise in reading comprehension: what should be taught?: how should it be taught?. Center for the Study of Reading Technical Report; no. 512.
Peterson, M. (2011). Teaching without words. TEDx Talks. Retrieved from https://www.youtube.com/watch?v=2VLje8QRrwg
Phakiti, A. (2003). A closer look at gender and strategy use in L2 reading. Language learning, 53(4), 649-702.
Poole, A. (2005). Gender differences in reading strategy use among ESL college students. Journal of college Reading and Learning, 36(1), 7-20.
Prado-Olmos, P. L. (1993). Students" DO" Process: Bilingual Students` Interactions in a Small Cooperative Reading Group.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Routledge.
Radwan, A. A. (2011). Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. The Asian EFL Journal Quarterly March 2011, 13(1).
Reid, J. M. (1987). The learning styles preferences of ESL students. Colorado State University. TESOL QUARTERLY, 21(1).
Roger, T., & Johnson, D. W. (1994). Cooperative learning.
Rosenblatt, L. (1938/1995). Literature as exploration (revised). NY: Modern Language
Association of America.
Rummel, N., & Spada, H. (2005). Learning to collaborate: An instructional approach to
promoting collaborative problem solving in computer-mediated settings. The
Journal of the Learning Sciences, 14(2), 201-241.
Sadoski, M. (1999). Comprehending comprehension. Reading Research Quarterly, 34(4), 493-500.
Safdarian, Z., Ghyasi, M., & Farsani, M. A. (2014). How Reading Strategy Use And Personality Types Are Related? Reading, 14(1).
Salomon, G., & Globerson, T. (1989). When teams do not function the way they ought to. International journal of Educational research, 13(1), 89-99.
Samuels, S. J. (2002). Reading fluency: Its development and assessment. What research
has to say about reading instruction, 3, 166-183.
Schmidt R. (2010, March). Attention, awareness, and individual differences in language learning. Proceedings of CLaSIC , Singapore, 721-737.
Schunk, D. H. (2003). Self-efficacy for reading and writing : Influence of modeling, goal setting and self-evaluation. Reading and Writing Quarterly, 19, 159-172.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449.
Silberstein, S. (1993). Techniques and resources in teaching reading. New York: Oxford University Press.
Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive awareness and L2 readers. The Reading Matrix, 1(1).
Sipe, L. R. (2002). Talking back and taking over: Young children`s expressive engagement during storybook read-alouds. The Reading Teacher, 476-483.
Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary educational psychology, 21(1), 43-69.
Slavin, R. E. (2010). Co-operative learning: what makes group-work work?. The Nature of Learning, 161.
Slavin, R., Chamberlain, A., Daniels, C., & Madden, N. A. (2009). The Reading Edge: A randomized evaluation of a middle school cooperative reading program. Effective Education, 1(1), 13-26.
Smith Family. (2013). Improving children’s reading through peer support. The student2student. The Smith Family Research Report.
Smith, F., & Goodman, K. S. (1971). On the Psycholinguistic Method of Teaching Reading. The Elementary School Journal, 71(4), 177-181.
Snow, C., Burns, M., & Griffin, P. (1998). Preventing reading difficulties in young children. National Research Council. NATIONAL ACADEMY PRESS. Washington, DC.
Soto, N. P., & Delgado, I. P. (2003). A case study of two readers: Transference and use of reading strategies in relation to the reader`s literary competence and the language in which she/he reads. RESLA, 16, 195-217.
Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. Cambridge handbook of the learning sciences, 2006, 409-426.
Stevens, R. J. (2003). Student team reading and writing: A cooperative learning approach to middle school literacy instruction. Educational Research and Evaluation, 9(2), 137-160.
Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students’ achievement, attitudes, and social relations. American educational research journal, 32(2), 321-351.
Tunnell, M. O., Jacobs, J. S., Young, T. A., & Bryan, G. (2008). Children`s Literature, Briefly, 5/E.
Vann, R. J., & Abraham, R. G. (1990). Strategies of unsuccessful language learners.Tesol Quarterly, 24(2), 177-198.
Victori, M., & Tragant, E. (2003). Learner strategies: A cross-sectional and longitudinal study of primary and high-school EFL learners. Age and the acquisition of English as a foreign language, 4, 182.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the
development of children, 23(3), 34-41.
Wallace, C. (1992). Reading. Oxford University Press.
Wenden, A. L. (1998). Metacognitive knowledge and language learning1.Applied linguistics, 19(4), 515-537.
Wilhelm, J. D. (2001). Improving comprehension with think-aloud strategies. Scholastic Inc..
Williams, J. P. (2002). Reading comprehension strategies and teacher preparation.What research has to say about reading instruction, 3, 243-260.
Winograd, P., & Hare, V. C. (1988). Direct instruction of reading comprehension strategies: The nature of teacher explanation. Learning and study strategies: Issues in assessment, instruction, and evaluation, 121-139.
Wu, W. (2006). Gender difference in using reading strategies. CELEA Journal. Vol. 29. No 6.
Wu, Y. H. (2012). Taking the very first overseas study trip: a case study on a junior high EFL learner’s identity change and challenges. Master thesis. National Cheng Chi University, Taipei.
Wurr, A. J. (2003). Reading in a second language: A reading problem or a language problem? Journal of College Reading and Learning., 33(2).
Wyss, R. (2002). Field independent/dependent learning styles and L2 acquisition. Journal of ELT, (49), 125-128.
Yau, J. L. (2009). Reading characteristics of Chinese-English adolescents: knowledge and application of strategic reading [Abstract]. Metacognition Learning, 4:217-218.
Chinese References:
林巧敏 (Lin, 2009)。 推動國中小學童數位閱讀計畫之探討。台灣圖書館管理季刊，2， 49-67。
林金定、嚴嘉楓、陳美花 (Lin, Yan & Chen, 2005). 質性研究方法: 訪談模式與實施步驟分析. 身心障礙研究季刊, 3(2), 122-136.
洪月女(譯) (民87)。談閱讀 (原作者；K. S. Goodman)。心理出版社。(原著出版年；1996)
柯華葳 (Ke, 2009)。教出閱讀力II-培養Super小讀者。天下雜誌。
陳雅文 (Chen, 2004)。國小高年級學生閱讀理解策略量表研究編製。
陳木金、 許瑋珊 (Chen & Shieh, 2012) (民101)。從PISA閱讀評量的國際比較探討閱讀素養教育的方向。教師天地，181，4-15。
教育部 (2003)。國中小學九年一貫課程綱要修訂。
陸怡琮 & 黃智淵. (Lu & Huang, 2006). 閱讀自我調整策略教學對不同閱讀能力的國小學童之影響。屏東教育大學學報，第二十四期。 P.81－106.
國語日報 (2012)。促進國際閱讀素養研究PIRLS評比。國語日報 : 頭版新聞。
黃玫溱,、林巧敏 (Huang & Lin, 2009)。推動閱讀計畫之構想與建議。圖書與資訊學刊，70， 48-60。
陳凱筑、簡馨瑩、曾文慧 (Chen, Jian & Zeng, 2005)。閱讀悅有趣。開發孩子閱讀
策略的書。臺北: 幼獅文化事業。
張芬芬. (2010). 質性資料分析的五步驟: 在抽象階梯上爬升. Journal of Elementary Education, 35, 87-120.
謝甫佩 (Shieh, 2002)。五年級學生學習策略。自然科論文.高雄市光華國民小學參考書籍。
蘇玉凰 (Su, 2004)。高中生英文閱讀理解之後設認知策略使用量表之編製。成功大學教育研究所學位論文，1-64。
藍蕾 (Lan, 2010)。Using Think-aloud Protocols for Identifying Vocabulary Learning Strategies by EFL Elementary School Students. 兒童英語教學與教師專業成長。第三屆兒童英語教學研討會，新竹市。 |
| Description: | 碩士
國立政治大學
英語教學碩士在職專班
97951020 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0097951020 |
| Data Type: | thesis |
| Appears in Collections: | [英語教學碩士在職專班] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 102001.pdf | 1921Kb | Adobe PDF2 | 355 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
