字詞層次與文章理解層次的閱讀成分教學效果評估：提升國小三年級學生閱讀理解的教學研究

Evaluating the Effectiveness of Word-Level vs. Comprehension-Level Instruction: An Instructional Study on Enhancing Reading Comprehension in Third Graders

本研究旨在探討國小三年級「學習閱讀」到「透過閱讀學習」階段中，應著重的關鍵閱讀成分，並以教學實證方式填補現有研究的空白。本研究分別聚焦於字詞和文章理解層次的中文閱讀理解的重要成分：詞素覺識（包含詞素區辨覺識、釋詞覺識、構詞覺識）和推理策略，探討這兩個成分對三年級學生閱讀能力的影響。研究設計八週的詞素覺識教學及問題引導式推理策略教學課程，邀請118名9至10歲的三年級學生參與，並依班級隨機分為兩組實驗組和一組控制組。實驗組分別接受詞素覺識教學及問題引導式推理策略教學，控制組則接受常規閱讀活動。在教學實驗期間，設立三個施測點確認學生的表現，並以趨勢分析及共變數分析探討教學成效。研究結果顯示，詞素覺識教學能顯著提升學生的詞素覺識能力及構詞覺識，問題引導式推理策略教學亦能顯著提升推理策略使用頻率。接受問題引導式推理策略教學的學生在推論理解和閱讀理解表現上均有顯著進步，且此教學方式有助於提升學生的詞彙能力及釋詞覺識。本研究強調字詞層次的詞素覺識教學與文章理解層次的推理策略教學在國小閱讀教學中的重要性，為未來國小三年級的閱讀教學策略提供了有實證支持的課程設計，並為教育應用提供了深刻的教學方法與評估工具。

This study aimed to determine the reading components that are critical to emphasize during the transitional phase for third graders in elementary school. It bridges the existing research gap by evaluating and contrasting the educational effectiveness of two key aspects of Chinese reading comprehension—morphological awareness at the word level and inference making at the text comprehension level—through an experimental study. This research examined the influence of word-level (focus on morphological awareness) and comprehension-level (focus on question-guided inference) instruction on the reading abilities of third graders. The study involved 118 third graders (9 to 10 years old) from New Taipei City, Taiwan, distributed across two experimental groups and a control group, utilising a cluster randomised controlled trial. The findings robustly validated the beneficial effects of morphological awareness and question-guided inference instruction by trend analysis and analysis of covariance (ANCOVA) on designated abilities, with students in the inference instruction group demonstrating significant improvements in inferential strategy usage, inferential and reading comprehension. Additionally, question-guided inference instruction incidentally boosts third graders’morpheme explanation and vocabulary knowledge. This study highlights the essential role of morphological awareness and inference-making in elementary reading education, laying the groundwork for future research to refine teaching strategies for third graders and offering innovative and detailed instructional curricula that provide in-depth insights into teaching methods and evaluative tools for academic advancement.