「精緻化推論教學課程」對國小弱勢低年級學童策略運用、閱讀理解與故事重述表現之影響

The effect of ‘elaboration curriculum’ on the reading strategy, reading comprehension and story retelling for 2nd grade students

本研究探討「精緻化推論教學課程」對國小弱勢低年級學童之策略運用、閱讀理解與故事重述表 現的影響。本研究以37 名北部偏遠地區國小二年級學童為對象，隨機分配至實驗組與控制組。 實驗組接受為期九週、18 節課的精緻化推論教學課程，控制組自由閱讀，兩組學生於實驗的前測 與後測分別接受中文年級識字測驗、二年級閱讀理解篩選測驗（複本A、B）、放聲思考測驗以 及故事重述測驗。精緻化推論教學以直接教學法、放聲思考、以及責任逐漸轉移的教學模式進行。 結果顯示：實驗組在策略運用、閱讀理解優於控制組，兩組在故事重述表現之差異接近顯著。

The present study explored the influence of “elaboration curriculum” on reading strategy， reading comprehension， and story retelling for 2nd grade students. Thirty-seven 2nd grade students from remote areas were randomly assigned to the experimental group and the control group. The experimental group received 9 weeks of elaboration curriculum， whereas the control group did not. All the students were required to take the following tests both before and after the experiment: (i) a word recognition test， (ii) the Standard Reading Comprehension Test (parallel form A and B)， (iii) a thinking aloud test， and (iv) a story retelling test. The elaboration curriculum utilized direct instruction， thinking aloud， and a gradual release of responsibility teaching model. The results showed that the experimental group outperformed the control group in reading strategy and reading comprehension.