臺灣九年級學生閱讀樂趣與策略對PISA閱讀素養解釋力之探討

洪碧霞; 林素微; 吳裕益

doi:10.6384/CIQ.201110.0002

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社会科学 > 教育学

DOI： 10.6384/CIQ

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台湾九年级学生阅读乐趣与策略对PISA阅读素养解释力之探讨

The Predicting Power of Reading Enjoyment and Strategy for Taiwan 9th Graders' PISA Reading Literacy

洪碧霞(Pi-Hsia Hung) ；林素微(Su-Wei Lin) ；吴裕益(Yuh-Yih Wu)

课程与教学； 14 卷 4 期 (2011 / 10 / 01) ， P1 - 23

繁体中文 DOI： 10.6384/CIQ.201110.0002

PISA ；阅读素养；阅读乐趣；阅读策略；性别差异；台湾九年级学生； PISA ； reading literacy ； enjoy reading ； reading strategies ； 9(superscript th) graders of Taiwan

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摘要 │ 参考文献 (34) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Reading is required in meeting individual's needs for participation in society and career development. The purpose of this study is to examine the reading enjoyment strategies, and metacognition accounted for reading literacy of 9th graders of PISA 2009. 5831 Taiwanese students, 1870 9th graders and 3953 10th graders, participated in this survey. For weighted number of participating students, there are 97872 9th graders and 190976 10th graders. For the importance and urgency of intervention, this study focuses the discussion on 9th graders, with 10th graders as reference group. The results show that boys and socio-economically disadvantaged students have lower levels of engagement and strategies learning less effectively than girls and socio-economically advantaged students. Enjoy reading and reading strategies (i.e., cognitive strategies and metacognitive strategies) are strongly associated with reading literacy. There are 40% to 50% of variations of reading literacy--for within school and between schools can be so explained. If boys enjoyed reading as much as girls and shared their levels of knowledge about effective reading strategies, the predicted reading performance of boys will increase by 24 points. For socio-economically disadvantaged students, they can get extra 48 points, about 0.7 reading literacy levels, if they enjoyed reading as much as socio-economically advantaged students and shared their levels of knowledge about effective reading strategies. If disadvantaged boys had the same levels of enjoyment of reading and effective reading strategies as advantaged girls do, their scores in reading would be higher than what they currently demonstrate in PISA: equivalent to 110 points or more. The results indicate that a large part of the gap in reading performance between boys and girls and socio-economically disadvantaged and advantaged students can be closed if they have similar reading enjoyment and reading strategies. Thus, the teachers can adopt these variables into consideration for developing engaged readers. For example, teachers can make reading more rewarding by using reading strategies that student find meaningful and functional, and can also help students develop comprehension skills by modeling these skills or strategies use and by systematically teaching these strategic approaches to reading. As students' abilities of reading improve, reading will become a more positive and productive experience.

参考文献 ( 34 ) 〈TOP〉

Lin, C.-J.(2010).Effects of Socio-Economic Status (SES) on Literacy in Various Subject Areas and Different Grades at School and Student Levels.Journal of Education,23,177-209.
连结：
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction [on-line]. Available:http://www.nichd.nih.gov/publications/nrp/report.cfm.
Ayers, L. (1909). Laggards in our schools. New York: Russell Sage Foundation
Bank, B. J.,Biddle, B. J.,Good, T. L.(1980).Sex roles, classroom instruction,and reading achievement.Journal of Educational Psychology,72,119-132.
Below, J. L.,Skinner, C. H.,Fearrington, J. Y.,Sorrell, C. A.(2010).Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes.School Psychology Review,39(2),240-257.

被引用文献 ( 1 ) 〈TOP〉

苏泓诚(Hung-Cheng Su);陈佳欣(Chia-Hsin Chen)(2022)。不同心态之台湾学生成就动机与数学素养关联研究。台湾数学教育期刊。9(2)。63-86。

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