運用廣泛閱讀於國小英語科補救教學之實施過程、問題發現及其解決方案

Using Extensive Reading as a Remedial Program for Elementary English Underachievers – Implementation, Problems, and Solutions

本論文旨在闡述一個以廣泛閱讀作為國小英語科補救教學模式之實施過程、過程中遭遇之困難與問題，及其對應之解決方案。本研究中，三位四年級英語學習落後學生參與一個學期共30 次的半小時英語泛讀會。研究資料來源涵蓋參與觀察、深度訪談、檔案資料、閱讀歷程記錄、每週一次之評鑑記錄、研究者省思日誌、字母辨識測驗及兩次常見字認讀測驗。研究結果顯示，在參加廣泛閱讀計畫後，三位參與學生的英語表現皆有進步。同時，資料亦顯示廣泛閱讀對三位學生的英語學習動機及態度有正向的影響。然而，運用廣泛閱讀計畫於國小英語補救教學時亦遭遇到一些困難與問題，包括參與學生獨立閱讀的信心不足、不願錄下朗讀的內容、字彙量有限、選書困難及閱讀環境的外在幹擾。由於本研究採取逐步浮現的研究設計，研究者於研究過程中得以對現場做即時的判斷並針對問題進行修正，因此能使廣泛閱讀的補救教學模式更符合參與學生的需求。執行過程中發展之問題解決方案包含：納入閱讀夥伴、增加常見字讀本、調整閱讀環境配置及尋求行政支援。根據本研究發現，研究者提出相關建議，以作為將來欲運用廣泛閱讀於英語補救教學之教學者參考。

The purpose of this paper is to report the implementation process of an extensive reading(ER) program used as a remedial program for elementary English underachievers, problemsand difficulties encountered during the process, and solutions. Three fourth-grade Englishremedial students participated in 30 half-hour ER sessions carried out over one full semester.The researchers collected data through participant observation, interviews, review ofdocuments, running records of oral readings, weekly evaluation sheets, researcher’s journal,a letter identification test, and two high-frequency word recognition tests. The resultsshowed that after participating in the ER program, all three underachievers made progress inEnglish performance. In addition, the data also revealed that the extensive reading programhas affected the three participants’ motivation and attitude positively. However, someproblems were found: the remedial students’ lack of confidence to read independently,reluctance to tape record their oral readings, limited vocabulary size, difficulty in selectingappropriate books to read, and some unwanted interference to the environment. Using anemergent research design, the researchers made real-time judgments, developed and appliedsolutions tackling these problems, and thus made the program a better-fit remedial programfor elementary school English underachievers. These solutions included employing readingpartnership, adding sight word readers to the book selection, adjusting the layout of thephysical environment, and seeking for administrative support. Based on the findings, theresearchers provide suggestions on how to implement an ER program effectively withelementary school English underachievers.