詞素覺識教學與推論策略教學對國小三年級學生閱讀表現之影響

Abstract

本研究主要目的在探討不同閱讀成分教學課程對國小三年級學生詞素覺識能力（詞素區辨覺識、釋詞覺識、構詞覺識、構詞規則覺識）、詞彙能力、推論策略使用頻率、推論能力與閱讀理解表現是否有提升效果。本研究分別以詞素覺識和推論兩種閱讀成分設計三種教學課程，採準實驗設計以國小三年級學生為研究對象，分為三個實驗組，分別接受詞素覺識教學課程（實驗組一）、推論策略教學課程（實驗組二）、詞素覺識與推論策略混合教學課程（實驗組三）；另有控制組不接受任何教學課程。 研究結果顯示，在「詞素覺識教學組」中，詞素覺識教學對該組學生的構詞覺識能力有增進效果，但是對詞彙能力與閱讀理解表現均無顯著增進效果。在「推論策略教學組」中，推論策略教學對該組學生的推論策略使用頻率、推論能力與閱讀理解表現皆有增進效果。其中，該組學生於中測時的推論策略使用頻率即有顯著增加，此效果亦延續至後測時的推論策略使用頻率。在「詞素覺識與推論策略混合教學組」中，詞素覺識與推論策略混合教學對該組的推論策略使用頻率有增進效果，但是對詞素覺識能力、詞彙能力、推論能力與閱讀理解表現均無增進效果。其中，在推論策略使用頻率方面，該組教學於中測時即有增進效果，且此效果亦延續至後測時的推論策略使用頻率。而本實驗的控制組在實驗前、中、後測的詞素覺識能力、詞彙能力、推論策略使用頻率、推論能力、閱讀理解表現均沒有進步。 此外，各依變項在前、中、後測的趨向分析結果顯示，「詞素覺識教學組」的構詞覺識能力之進步情形呈現直線趨向；「推論策略教學組」的推論策略使用頻率、推論能力、閱讀理解表現之進步情形呈現直線趨向。其中，隨著教學時間愈長，「詞素覺識教學組」的構詞覺識能力愈佳；「推論策略教學組」的推論策略使用頻率、推論能力、閱讀理解表現隨著教學時間愈來愈佳。由此可知，於國小三年級實施詞素覺識教學，能夠增進學生的構詞覺識能力；實施推論策略教學，則能增進學生的推論策略使用頻率、推論能力與閱讀理解表現。The purpose of this study was to investigate the effects of morphological awareness and inferential strategy on reading performance of third grade students.Three instructions were conducted to investigate the effects of morphological awareness instruction and inferential strategies instruction on third grade students’ reading performance, i.e. morphological awareness (includes morpheme identification awareness, morpheme explanation awareness, morpheme construction awareness, and morpheme structure awareness), vocabulary, the utilization of inference strategy, inference, and reading comprehension. The results were as follows: The outcome of the mid-test displayed that the improvement of morpheme construction awareness increased significantly only in G1. The improvement of the utilization of inference strategy among G2 and G3 was increased. The outcome of the post-test displayed that the improvement of morpheme construction awareness increased significantly only in G1. The improvement of the utilization of inference strategy among G2 and G3 was increased. The improvement of inference and reading comprehension increased significantly only in G2. The trend analysis at three time points: pre-test, mid-test, amd post-test was adopted for the progress of morpheme construction awareness, the utilization of inference strategy, inference and reading comprehension. There are linear trends for the G1 on morpheme construction awareness, and G2 for the utilization of inference strategy, inference and reading comprehension. The results of this study suggested that the three instructions can help to improve the third grade students morpheme construction awareness, the utilization of inference strategy, inference and reading comprehension. The effects of the morphological awareness instruction was better in G1 than in G2 and G3. The effects of the inferential strategies instruction was better in G2 than in G1 and G3.