國小二、三年級學童朗讀流暢能力之成長模式探究

Growth Model of Oral Reading Fluency Among Second and Third Graders

朗讀流暢性測驗常用於設定學童的成長目標以及監控其學習進展。先前以課文為測試文本的研究指出朗讀流暢能力的成長符合線性模式。本研究以標準文本探討國小二、三年級學童朗讀流暢能力的成長模式並估計其成長率。研究參與者為新北市兩所小學的二年級學生57名，三年級學生51名。每三週個別施測一次朗讀流暢測驗，一個學年共施測13次。以階層模式分析資料，結果發現分段成長模式比線性成長模式與資料的適配度較好，意即學童在同年度的上、下學期有不同的成長速度。二上、二下、三上以及三下每個學期可以進步的字數分別為13、18、20和6個字。二年級上學期初，每分鐘朗讀的正確字數平均為109個字；三年級上學期初約為137個字，下學期期末平均為165個字。二年級學童在學期初的朗讀流暢能力與其成長率之間沒有顯著之相關。然而，在三年級上學期，朗讀流暢能力與其成長率相關值為0.32達顯著水準。下學期成長率與朗讀流暢初始能力卻呈現顯著的負相關。最後，作者根據研究結果對朗讀流暢性研究與教學實務之意涵提出討論。

"Fluent reading is an indication of proficient decoding and comprehension. Studies have demonstrated that oral readingfluency (ORF) correlates positively with reading comprehension. The ORF assessment comprises a set of individuallyadministered 1-minute reading probes. These tests are designed to monitor learning progress toward predetermined instructionalgoals and identify children who may require additional instructional support.Although many studies have explored Mandarin ORF performance levels at each grade, the reading probes used aregenerally adopted from textbooks. However, results have indicated that the curriculum-based ORF is 50 characters per minutemore than that measured by the standard probe assessment. This suggests that reading fluency levels are affected by theequivalence of the reading probes. This study is the first to use standard probes to investigate the developmental and expectedgrowth of Mandarin ORF in the second and third grades of elementary schools.The number of correct words read per minute (the level) and the growth rate of student reading fluency are two keyindicators of reading progress. However, few studies have investigated the growth rate of Mandarin ORF. Early studies tendedto assert that within-year ORF growth is linear rather than quadratic, but recent research has indicated that growth rates differwithin a school year. This study examined the growth model of reading fluency and estimated its growth rate."