電腦輔助重複閱讀、同儕輔助重複閱讀與教師輔助重複閱讀對於提升台灣國小學童口語朗讀流暢度及重述能力之比較研究

A Comparative Study of Effects of Computer-assisted Repeated Reading Peer-assisted Repeated Reading and Teacher-assisted Repeated Reading on Promoting EFL Young Learners’ Oral Reading Fluency and Retell Fluency

閱讀理解為閱讀訓練之重要目的，而重述則為測量閱讀理解的方法之一。口語 朗讀流暢度(ORF)是文本解碼與閱讀理解之間的橋樑，對成功閱讀扮演重要角色。 文獻指出重複閱讀為提升學童口語朗讀流暢度之有效策略。重複閱讀的進行包含電 腦輔助重複閱讀、同儕輔助閱讀及教師輔助重複閱讀三種主要策略。然而，僅少數 研究比較上述重複閱讀方法之效益。鑑於先前研究僅探討重複閱讀對口語朗讀流暢 度之成效，本研究旨在比較上述三種重複閱讀策略對增進以英語為外語學童口語朗 讀流暢度及閱讀理解之效益。研究對象為中台灣兩所國小三個四年級班級共四十五 位學童。訓練口語朗讀流暢度之教材為選自Read Naturally 閱讀課程的六篇短文;實 證教學期間為期八週，每週進行兩次三十五分鐘課程及重複閱讀練習。前、後測為 包含短母音之五十字短文及包含長母音之九十六字短文。研究結果顯示，三種重複 閱讀策略均能有效增進台灣國小學童之口語朗讀流暢度與重述能力;同儕輔助重複 閱讀組之口語朗讀流暢度進度幅度顯著高於教師輔助重複閱讀組;教學後三組學生 在口語朗讀及重述之進步幅度排比皆是同儕輔助重複閱讀優於電腦輔助重複閱讀組， 且電腦輔助重複閱讀組優於教師輔助重複閱讀組。

Reading comprehension is a vital goal for reading， and retell fluency can probe one’s reading comprehension. Moreover， oral reading fluency (ORF) is the bridge between decoding and reading comprehension. Repeated reading， can be implemented in the form of computer-assisted repeated reading (CARR)， peer-assisted repeated reading (PARR) and teacher-assisted repeated reading (TARR)， has been shown to be an effective strategy for facilitating ORF. However， comparative studies on the effectiveness among these techniques are limited. In addition to ORF， this study thus compared the effectiveness among CARR， PARR and TARR on promoting EFL young learners’ ORF and reading comprehension. Participants were 45 fourth graders from two schools. Six stories selected from the Read Naturally program were practiced over an 8-week period with each group receiving two-35 minutes sessions per week. A 50-word story containing mostly short vowels and a 96-word story containing mostly long vowels were used as the pretests/posttests for measuring the participants’ ORF and retell fluency. Results showed that: (a) all three types of repeated reading were effective in enhancing Taiwanese EFL young learners’ ORF and retell fluency; (b) the PARR group made significantly more progress than the TARR group in ORF gain; (c) Ranking of three groups’ gain scores across ORF and retell fluency is consistent: PARR > CARR > TARR.