指引國小學童閱讀英文圖書故事書

Scaffolding EFL Elementary Students to Read English Picture Storybooks

Reading should be a rewarding experience. Reading teachers must do everything possible to make children's reading experience successful. In this paper, the researcher reports on her research project, in which she guided preservice teachers to teach EFL children to read English picture storybooks. The framework of scaffolded reading experience, proposed by Fitzgerald and Graves (2004), to assisting children to read was adopted. In this project, four preservice teachers taught two classes of fourth graders for seven weeks. Each week one picture storybook was chosen and planned to teach children to learn English. Reading scaffolding activities and strategies activities were implemented. At the end of the project, a questionnaire was administered to enquiring into students' perceptions of learning with this reading project. The results show that students find oversized books as a learning aid for them to comprehend stories and learn English, they improve their vocabulary power and reading fluency, and they enjoy attending the seven-week English story class. Drawing on the conclusion, this researcher makes suggestions and instructional implication for future researchers interested in applying scaffolded reading experience and English picture storybooks to teach in EFL elementary classrooms.在本文，研究者以Fitzgerald和Graves在2004年所提出的鷹架閱讀經驗的（Scaffolded Reading Experience）為架構，指導其職前英語教師使用英文圖畫故事書進行閱讀策略教學。四位職前教師以兩人為一組的方式，每週選定一本英文圖畫故事書到國小兩個四年級班級進行為期七週的閱讀策略教學。閱讀計畫結束後，研究者對學童進行英文單字測驗及問卷，同時進行一對一訪談。研究結果發現學童喜歡這七週的英文閱讀故事課、文本的提供有益學童理解故事及學習英文、學童的單字量及閱讀能力進步了。針對本文的發現，本研究者進一步提供教學建議供國小閱讀領域的英文老師及研究者參考。