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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31348

    Title: 引導式閱讀策略融入網路讀書會於提升國小五年級閱讀素養成效之研究
    Other Titles: The effects of guided reading strategy into the online reading club on reading literacy for the 5th graders
    Authors: 郭玥妦;Kuo, Yu-feng
    Contributors: 淡江大學教育科技學系碩士在職專班
    陳慶帆;Chen, Chin-fan
    Keywords: 閱讀策略;網路讀書會;閱讀動機;閱讀行為;閱讀理解能力;實驗法;reading satrategy;online reading club;reading motivation;reading behavior;Reading Comprehension;experiment method
    Date: 2009
    Issue Date: 2010-01-11 00:33:54 (UTC+8)
    Abstract: 本研究旨在探討實施課後引導式閱讀策略融入網路讀書會教學對五年級學生的閱讀動機、閱讀行為及閱讀理解能力表現之成效。研究對象為臺北縣某國小五年級兩個班級學生,研究設計採等組前後測準實驗研究,將參與研究的兩個班級隨機分派一班為「實驗組」33位學生、另一班為「控制組」33位學生。資料處理主要以共變數分析來了解實驗組與控制組前、後測差異之顯著性。
    The purpose of the study was to examine the effects of Guided Reading Strategy into the online reading club on reading motivation, reading behavior and reading comprehension for the 5th Graders.A quasi-experimental design was used in this study. The fifth-grade students of an elementary school in Taipei County were experimental objects, including 33 students of an experiment group and 33 students of a control group. Analysis of variance (ANOVA)was used to detect significant difference between two groups.
    The result of the study were:
    In the aspect of reading motivation, there was no significant difference between the experimental group and the control group. But the experimental group is auxiliary after the guidance online reading club, before measured displays immediately in the average score has the ratio to measure the promotion.
    The result of the independent one-way analysis of covariance showed that reading behavior has a significant effect on reading behavior performance.
    The experimental group in the "post-test reading comprehension tests "has a significant effect. It
    from 74.06% promotes in article structure strategy type topic responding rate to 80.60%; The abstract strategy type topic responds rate from 60.60% promotes to 79.55%; The inference strategy type topic responds rate from 46.62% promotes to 68.67%.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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