以漫畫提升二年級語文低成就兒童的中文閱讀理解

The Effects of Comic Strips on the Chinese Reading Comprehension for 2nd Graders with Different Reading Abilities

本研究旨在檢驗漫畫是否有助於提升二年級兒童的閱讀理解。研究設計為二因子真實實驗設計，自變項有組別（漫畫教材、純文字教材）與閱讀成就（高、中、低），依變項則是課程本位的閱讀理解分數。268名小二學生被隨機分派到實驗組（135人）與對照組（133人），兩組都要閱讀相同的4篇課文，並回答20個選擇題，實驗組讀「漫畫＋純文字課文」，對照組讀「純文字課文」。研究結果指出，以閱讀理解總分為依變項時，閱讀成就與組別有交互作用，即漫畫對閱讀理解的影響必須視兒童的閱讀成就而定－漫畫對高成就兒童閱讀理解影響不大，但卻顯著地提升了中、低成就兒童的閱讀理解，低成就學生受益尤大，在漫畫輔助下，低成就實驗組的分數高於低成就對照組26.4%。進一步分析指出，這個提升的效果發生在「提取表面訊息」及「統整與詮釋」的層次，而不是「省思與評鑑」層次。

This study tried to examine the effects of a comic strip remedial reader, written in Chinese, on young children's reading comprehension. The reader has two features; first, it shows humorous, exciting, or astonishing true stories that could motivate children to read, and on the other, each story is written with 20-30 sentences, with an illustrative image accompanied every one or two sentences, totally 16-18 pictures for one book. To examine the effects on reading comprehension, a 20-item comprehension test was developed, with five items for each story. Then, a 2-factor (2 X 3) true experimental design was conducted to 268 2nd Graders, randomly assigned to the groups of experimental (n=135) and the control (n=133). In the experimental group, students read the stories with images of cartoon illustration while the others in the control without. The independent variables were assigned to group (with or without) and reading ability (high, medium, or low) while the resulted reading comprehension score was the dependent variable. The results showed that an interaction effect appeared between group and reading ability after an ANOVA test. For high reading ability students, reading stories with or without images made no difference; however, for those of low or medium level, a significantly better comprehension score was achieved from the group with images. Moreover, for poor readers, the experimental group outperformed their counterparts in the control group by 26% on the total reading comprehension score. Based on the results, this paper claimed that the benefits of comic strips on reading comprehension could occur at levels of ''factual information retrieval'' and ''integration and interpretation,'' but not at the level of ''reflection and evaluation.''