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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/105010

    Title: 晨讀活動對國小一年級學生閱讀能力之行動研究
    Other Titles: Action research on reading abilities in morning reading activities for the first graders
    Authors: 李淑貞;Lee, Shu-Cheng
    Contributors: 淡江大學教育科技學系碩士在職專班
    徐新逸;Shyu, Hsin-yih
    Keywords: 字辨識流暢性;活動設計;晨讀活動;詞彙理解;閱讀能力;識字量;reading fluency;activity design;morning reading activity;Reading Comprehension;Reading ability;vocabulary acquisition
    Date: 2015
    Issue Date: 2016-01-22 14:45:35 (UTC+8)
    Abstract: 「閱讀力」是一種「自學能力」和「思考能力」,是所有學習的基石。本研究的研究目的為:1.晨讀活動之活動設計;2.晨讀活動對國小一年級學生識字量能力的影響;3.晨讀活動對國小一年級學生字辨識流暢性之影響;4.晨讀活動對國小一年級學生詞彙理解力之表現情形。
    1. 晨讀活動的活動設計包含謹慎選書、家長支持、教師示範閱讀、同儕分享、分組結果與鼓勵讚美。
    2. 晨讀活動有助於提升一年級學生的識字量。
    3. 晨讀活動有助於提升一年級學生的字辨識流暢度。
    4. 晨讀活動有助於提升一年級學生的詞彙理解能力。
    Reading ability contributes to self-learning and higher order thinking; it is the foundation of all learning. The purpose of this study is to explore the appropriate approaches of conducting morning reading activities. In addition, it examined the impact of such activities on first graders’ reading abilities in the following three components: vocabulary acquisition, reading fluency, and reading comprehension.
    This research adapted action research approach, involving 28 first graders from an elementary school in New Taipei City. Participating students engaged in eight-week daily morning reading activities, running on every Monday to Friday from 7:50 to 8:30. Three teacher-made assessments, including vocabulary, reading fluency, and reading comprehension, were distributed at the beginning, middle, and end of this research period. A sample t test was conducted to determine the changes of reading abilities as student participation in the morning reading activities. To further examining the impact of the morning reading activities, the researcher collected additional data through student feedback, observation records, interview records, and reflection journals. A recommendation of the most appropriate activity design was made based on the research finding.
    There were four major findings in this research: First, the best approaches to conduct morning reading activities included proper selection of the reading materials, parental support, teacher modeling, peer sharing, group competition, and teacher praise. Second, morning reading activities successfully increased students’ acquisition of vocabularies. Third, morning reading activities improved reading fluency. Finally such activities also promoted reading comprehension.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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