重複閱讀及文章難度對五年級學生閱讀能力影響之探討

The Effects of Repeated Reading and Text Difficulty on Fifth Grade Reading Performance

10.6251/BEP.20031203

吳宜貞(Yi-Chen Wu)

重複閱讀 ； 閱讀能力組型 ； 閱讀理解 ； reading comprehension ； repeated reading ； growth pattern of reading ability

教育心理學報

35卷4期（2004 / 06 / 01）

319 - 336

繁體中文

本研究以五年級的學生作為研究對象，計1214人，以3（重複閱讀的次數）×2（文章難度）之實驗設計探討重複閱讀在中文閱讀能力上之效果，並進一步針對不同文章難度，探討不同閱讀能力學童在重複閱讀下所呈現之閱讀能力組型。以變異數分析以及t考驗進行資料分析，所得之重要結果如下：l)就不同的文章難度而言，不同閱讀次數對閱讀理解分數之影響不同。以簡單文章而言，閱讀理解分數並未隨著閱讀次數的增加而增加；但以困難文章而言，閱讀次數可以解釋15%的閱讀理解分數之變異量。2)就不同的文章難度而言，不同閱讀理解能力的學生在重複閱讀上有不同的表現組型，故教師應針對不同能力的學生給予適當之教材與指導，以配合學生閱讀能力之成長。

This study used a 3 (once vs. twice vs. three times) X 2 (easy vs. hard) experimental design to estimate the effects of the text difficulty and repeated reading on fifth graders’ comprehension performance. The participants were 124 fifth graders. Students were randomly assigned to each experimental condition by class. With regard to reading time, the results showed that no significant difference was found between groups on the first reading time. The total reading time increased while the repeated times increased. With regard to the hard test, the students in the two-reading and three-reading groups had significantly higher comprehension ability than students in the one-reading group. However, no significant difference was found with the easy text. With regard to the different reading ability groups, different groups had different growth patterns of reading comprehension on different text difficulty levels. According to these results, in addition to reading an article repeatedly, teachers should provide the appropriate instruction to students with different reading ability based on their reading abilities and the text difficulty in order to improve the students reading performance.

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