促進閱讀素養能力：台灣小學教學創新之個案研究

Fostering Reading Literacy: A Case Study of an Intervention in Taiwanese Elementary Schools

本研究旨在以個案研究方式探究結合持續性寧靜閱讀和高層思考詰問法之創新教學對五年級學生之閱讀影響。本研究採準實驗設計，包含兩組實驗組和一組對照組。第一組實驗組接受持續性寧靜閱讀和高層思考詰問，第二組實驗組只接受持續性寧靜閱讀，對照組無接受教學實驗。結果顯示接受持續性寧靜閱讀和高層思考詰問之實驗組在閱讀理解、閱讀動機、閱讀頻率方面比只有接受持續性寧靜閱讀這組及對照組表現更佳。此研究提供對小學生閱讀素養開發有效證據證明結合持續性寧靜閱讀和高層思考詰問對學生在閱讀素養能力開發有顯著性進步。

This article reports an intervention of sustained silent reading (SSR) and higher-order questioning (HOQ) with 5th graders. It applied a quasi-experimental research design consisting of two experimental and one control group. SSR and HOQ were conducted in one experimental group, and the other experimental group received only SSR, while the control group received neither of the two interventions. Results of the study showed that the SSR with HOQ group achieved more significant gains than the SSR group and the control group in reading comprehension, motivation, and frequency. This research offers indispensable data on elementary students’reading literacy and provides evidence that a combination of SSR and HOQ has great potential to address learner development in this area.