期刊目錄列表 - 60卷(2015) - 【教育科學研究期刊】60(2) 六月刊
Directory
有效的中文閱讀理解策略：國內實徵研究之最佳證據整合
作者:謝進昌(國家教育研究院測驗及評量研究中心)
卷期：60卷第2期
日期：2015年6月
頁碼：33-77
DOI：10.6209/JORIES.2015.60(2).02
摘要：
以研究證據導引實務決策的理念愈來愈受國內、外學者重視，但證據來源愈趨多元時，其可信度也備受挑戰，因此，本研究採用實徵研究之最佳證據整合觀點，經累積及整合國內研究，以提出有效的中文閱讀理解策略。
研究者利用數個關鍵字檢索國內主要文獻資料庫，就回傳資料逐篇比對納入與排除準則後，總計獲得57篇文獻，經整合，結果發現自我提問、教師提問－學生回應、故事結構分析、圖形組織繪製、摘要與交互教學等策略，皆對於一般中、小學學生具有一定程度閱讀理解教學成效。其中，摘要策略具有最高的教學效果，其平均效果量為＋0.58，而自我提問策略則相對具有最低教學效果，其平均效果量為＋0.35。整體而言，本研究所整合中文閱讀理解策略皆具有一定教學成效，值得未來實務推廣參考。
關鍵詞：文本結構、交互教學、研究整合、提問、摘要
《詳全文》
參考文獻：
- 王木榮、董宜俐（2006）。國小學童中文閱讀理解測驗。臺北市：心理。【Wang, M.-J., & Dong, Y.-L. (2006). Chinese reading comprehension test for elementary school students. Taipei, Taiwan: Psychological.】
- 王玳雅（2013）。故事結構教學對國小學童閱讀理解能力影響之後設分析（未出版碩士論文）。國立臺北教育大學，臺北市。【Wang, T.-Y. (2013). The effects of story grammar instruction on reading comprehension for elementary school students in Taiwan: A meta-analysis (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.】
- 王瓊珠（2004）。故事結構教學加分享閱讀對增進國小閱讀障礙學童讀寫能力與故事結構概念之研究。臺北市立師範學院學報，35（2），1-22。【Wang, C.-C. (2004). Effects of story grammar instruction combined with shared-book reading on elementary students with reading disabilities. Journal of Taipei Municipal Teachers College, 35(2), 1-22.】
- 王瓊珠（2010）。故事結構教學與分享閱讀（第二版）。臺北市：心理。【Wang, C.-C. (2010). Story grammar instruction and shared reading (2nd ed.). Taipei, Taiwan: Psychological.】
- 吳佳玲（2011）。以故事結構教學提升國小一年級學生閱讀理解能力之研究（未出版碩士論文）。國立中正大學，嘉義縣。【Wu, C.-L. (2011). Improving first graders’ reading comprehension: The effect of story grammar instruction (Unpublished master’s thesis). National Chung Cheng University, Chiayi County, Taiwan.】
» 展開更多
- 王木榮、董宜俐（2006）。國小學童中文閱讀理解測驗。臺北市：心理。【Wang, M.-J., & Dong, Y.-L. (2006). Chinese reading comprehension test for elementary school students. Taipei, Taiwan: Psychological.】
- 王玳雅（2013）。故事結構教學對國小學童閱讀理解能力影響之後設分析（未出版碩士論文）。國立臺北教育大學，臺北市。【Wang, T.-Y. (2013). The effects of story grammar instruction on reading comprehension for elementary school students in Taiwan: A meta-analysis (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.】
- 王瓊珠（2004）。故事結構教學加分享閱讀對增進國小閱讀障礙學童讀寫能力與故事結構概念之研究。臺北市立師範學院學報，35（2），1-22。【Wang, C.-C. (2004). Effects of story grammar instruction combined with shared-book reading on elementary students with reading disabilities. Journal of Taipei Municipal Teachers College, 35(2), 1-22.】
- 王瓊珠（2010）。故事結構教學與分享閱讀（第二版）。臺北市：心理。【Wang, C.-C. (2010). Story grammar instruction and shared reading (2nd ed.). Taipei, Taiwan: Psychological.】
- 吳佳玲（2011）。以故事結構教學提升國小一年級學生閱讀理解能力之研究（未出版碩士論文）。國立中正大學，嘉義縣。【Wu, C.-L. (2011). Improving first graders’ reading comprehension: The effect of story grammar instruction (Unpublished master’s thesis). National Chung Cheng University, Chiayi County, Taiwan.】
- 吳敏而（1989）。兒童閱讀理解能力分析。臺北市：國民學校教師研習會。【Wu, M.-E. (1989). Analysis of children’s reading comprehension ability. Taipei, Taiwan: Taiwan Provincial Institute for Elementary School Teachers Inservice Education.】
- 吳裕聖（2001）。概念構圖教學策略對國小五年級學生科學文章閱讀理解及概念構圖能力之影響（未出版碩士論文）。國立中正大學，嘉義縣。【Wu, Y.-S. (2001). The effect of concept mapping instructional strategies on reading comprehension and concept mapping ability in science text for fifth grade students (Unpublished master’s thesis). National Chung Cheng University, Chiayi County, Taiwan.】
- 吳裕聖（2007）。鷹架概念構圖教學模式的建立與實施成效研究（未出版博士論文）。國立中正大學，嘉義縣。【Wu, Y.-S. (2007). Scaffold-concept-mapping instruction: A model and its effects (Unpublished doctoral dissertation). National Chung Cheng University, Chiayi County, Taiwan.】
- 吳潔蓉（2010）。運用交互教學法促進國小學童科學閱讀之成效（未出版碩士論文）。國立臺北教育大學，臺北市。【Wu, C.-J. (2010). Using reciprocal teaching to improve science reading performance (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.】
- 吳耀明（2005）。自我發問策略與合作學習對國小學童閱讀理解效果之研究。國民教育學報，2，39-68。【Wu, Y.-M. (2005). The effect comparative tests between self-questioning strategy and cooperative learning on elementary school students’ reading comprehension. Journal of Research on Elementary Education, 2, 39-68.】
- 李美鈴（1997）。教學取向與閱讀能力對國小學童閱讀後設認知訓練成效影響之研究（未出版碩士論文）。國立高雄師範大學，高雄市。【Lee, M.-L. (1997). Effects of teaching method and reading ability on reading matacognition training in primary students (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung, Taiwan.】
- 李雅惠（2006）。概念構圖教學對八年級學生閱讀理解能力與國文學習態度之影響（未出版碩士論文）。國立高雄師範大學，高雄市。【Li, Y.-H. (2006). The effects of concept-mapping instruction on eighth grade students’ reading comprehension and Chinese learning attitude (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung, Taiwan.】
- 李燕芳（2011）。摘要策略教學對國小高年級學生摘要能力、閱讀理解與學習遷移之影響（未出版碩士論文）。國立屏東教育大學，屏東市。【Li, Y.-F. (2011). The effects of summarization instruction on summarization ability, reading comprehension and learning transfer of elementary school senior graders (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 汪慶雲（2005）。「心智圖教學方案」對國小學生自然領域學習態度與成就影響之研究（未出版碩士論文）。國立臺灣師範大學，臺北市。【Wang, C.-Y. (2005). Study of effect of mind map instruction program on elementary students’ science learning attitude and achievement (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 周玉婷（2007）。不同閱讀策略應用於網路資源教學對於國小高年級學童學習成效之研究（未出版碩士論文）。國立臺南大學，臺南市。【Chou, Y.-T. (2007). The impacts of reading strategy instruction integrated into internet resources on learning achievement for sixth-grade students. (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 官美媛（1999）。國小學生摘取文章大意策略之教學研究－以五年級說明文為例（未出版碩士論文）。國立東華大學，花蓮市。【Kuan, M.-Y. (1999). Study of restructuring main ideas instruction on elementary student: Example of fifth grade science text (Unpublished master’s thesis). National Dong Hwa University, Hualien, Taiwan.】
- 林男勝（2007）。相互教學法對不同理解能力之國小六年級學童在閱讀策略運用與閱讀理解之影響（未出版碩士論文）。國立屏東教育大學，屏東市。【Lin, N.-S. (2007). The effects of reciprocal teaching on reading strategy utilization and reading comprehension of sixth-grade elementary students with different reading comprehension ability (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 林秀娟（2009）。故事結構合作學習對國小五年級學童閱讀理解能力的影響（未出版碩士論文）。國立臺南大學，臺南市。【Lin, H.-C. (2009). The effects of cooperative story mapping instruction on fifth-grade students’ reading comprehension (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 林怡君（2010）。以NAEP架構建置國小高年級閱讀理解測驗（未出版碩士論文）。國立屏東教育大學，屏東市。【Lin, I.-C. (2010). The development of a reading comprehension test for 5th and 6th grade students using NAEP reading framework (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 林怡辰（2011）。國小四年級新住民學生以交互教學法提升二步驟四則運算數學文字題解題之研究（未出版碩士論文）。明道大學，彰化市。【Lin, Y.-C. (2011). Using meta-cognitive reading strategies for the 4th grade new inhabitant students to enhance their solving abilities on math-word problems (Unpublished master’s thesis). Mingdao University, Changhua, Taiwan.】
- 林素玉（2007）。故事結構教學對國小四年級學生閱讀動機及閱讀理解能力之影響（未出版碩士論文）。國立臺南大學，臺南市。【Lin, S.-Y. (2007). The influences of story structure instruction about reading motivation and reading comprehension ability on fourth-grade students (Unpublished master’s thesis). National Tainan University, Tainan, Taiwan.】
- 林淑美（2004）。交互教學法對國小五年級學生在科學性文章閱讀理解之研究（未出版碩士論文）。國立臺中師範學院，臺中市。【Lin, S.-M. (2004). The effectiveness of reciprocal teaching instruction on reading comprehension in science text for elementary school fifth grade students (Unpublished master’s thesis). National Taichung University of Education, Taichung, Taiwan.】
- 林蕙蓉（1995）。國小學童後設認知策略教學對國語科閱讀理解效能之研究。臺南師院學報，28，271-312。【Lin, H.-R. (1995). A study on elementary school children’s reading comprehension effectiveness in Chinese through the instruction of metacognitive strategies. Journal of National Tainan Teachers College, 28, 271-312.】
- 林寶貴、錡寶香（1999）。中文閱讀理解測驗。臺中縣：教育部特殊教育工作小組。【Lin, B.-G., & Chi, P.-H. (1999). Chinese reading comprehension test. Taichung County, Taiwan: Special Education Task Force, Department of Education.】
- 施頂清（2000）。自我發問策略與合作學習（小組討論）對國中生國文閱讀理解的效果比較考驗（未出版碩士論文）。國立中正大學，嘉義縣。【Shih, T.-C. (2000). The effect of comparative tests between self-questioning strategy and cooperative learning (group discussion) on junior high school students’ Chinese reading comprehension (Unpublished master’s thesis). National Chung Cheng University, Chiayi County, Taiwan.】
- 柯華葳（1993）。台灣地區閱讀研究文獻回顧。載於曾志朗（主編），中國語文心理學研究：第一年度結案報告（pp. 31-76）。嘉義縣：國立中正大學認知科學研究中心。【Ko, H.-W. (1993). Literature review of reading studies of Taiwan. In J.-L. Tzeng (Ed.), Psychological studies of the Chinese language: Final report for first year (pp. 31-76). Chiayi County, Taiwan: Center for Research in Cognitive Science, National Chung Cheng University.】
- 柯華葳（1999）。閱讀理解困難篩選測驗。中國測驗學會測驗年刊，46（2），1-11。【Ko, H.-W. (1999). Reading comprehension screening test. Psychological Testing, 46(2), 1-11.】
- 柯華葳、幸曼玲、陸怡琮、辜玉旻（2010）。閱讀理解策略教學手冊。臺北市：教育部。【Ko, H.-W., Shing, M.-L., Lu, I.-C., & Ku, Y.-M. (2010). Reading comprehension strategies instruction manual. Taipei, Taiwan: Ministry of Education.】
- 胡永崇（1995）。後設認知策略教學對國小閱讀障礙學童閱讀理解成效之研究（未出版博士論文）。國立彰化師範大學，彰化市。【Hu, Y.-C. (1995). The effects of metacognitive strategies instruction on reading comprehension of students with reading disabilities (Unpublished doctoral dissertation). National Changhua University of Education, Changhua, Taiwan.】
- 凌秀英（2011）。運用概念構圖策略對國小三年級學童閱讀說明文體理解能力之研究（未出版碩士論文）。國立臺南大學，臺南市。【Ling, S.-I. (2011). The effects of the concept mapping on the third grade students’ reading comprehension of expository text (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 徐千惠（2009）。交互教學法對七年級學生自我效能與國文學業成就之影響（未出版碩士論文）。大葉大學，彰化縣。
【Hsu, C.-H. (2009). The effect of reciprocal teaching on seventh graders’ self-efficiency and Chinese academic achievement (Unpublished master’s thesis). Dayeh University, Changhua County, Taiwan.】
- 涂志賢（1998）。相互教學法對國小六年級學童國語科閱讀理解、後設認知、自我效能影響之研究（未出版碩士論文）。國立花蓮師範學院，花蓮市。【Tu, C.-H. (1998). Effect of reciprocal teaching on sixth grade students’ Chinese reading comprehension, metacognition and self efficacy (Unpublished master’s thesis). National Hualien Teachers College, Hualien, Taiwan.】
- 張冬梅（2008）。國小三年級學童故事結構創作教學之實徵研究（未出版碩士論文）。國立臺南大學，臺南市。【Chang, T.-M. (2008). Effects of story structure writing instruction on the third-graders in the elementary school (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 張媖媜（2010）。相互教學法融入多媒體閱讀教學活動對國小三年級學童閱讀能力之影響（未出版碩士論文）。國立嘉義大學，嘉義縣。【Chang, Y.-Z. (2010). Effect of reciprocal teaching implemented with multimedia activity on third grade students’ reading ability (Unpublished master’s thesis). National Chiayi University, Chiayi County, Taiwan.】
- 張新仁（2009）。台灣閱讀摘要研究回顧與前瞻。取自http://researcher.nsc.gov.tw/public/8507269/ Data/01181145471.pdf【Chang, S.-J. (2009). Review and prospect of summarization studies in Taiwan. Retrieved from http://researcher. nsc.gov.tw/public/8507269/Data/01181145471.pdf】
- 張瑛玿（1994）。自我發問策略對國小學生的閱讀理解與自我發問能力之影響（未出版碩士論文）。國立臺灣師範大學，臺北市。【Chang, Y.-S. (1994). Effect of self questioning strategy on elementary students’ reading comprehension and self questioning ability (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 張瀞方（2011）。運用摘要策略於國小五年級學童社會領域文本閱讀之研究（未出版碩士論文）。國立臺中教育大學，臺中市。【Chang, C.-F. (2011). Study on applied summary strategy to social text reading of the 5th graders of elementary school (Unpublished master’s thesis). National Taichung University of Education, Taichung, Taiwan.】
- 莊紹信（2009）。調整式交互教學法對國小高年級學生閱讀理解成效之研究（未出版碩士論文）。國立中正大學，嘉義縣。【Chuang, S.-H. (2009). The effects of revised reciprocal teaching on reading comprehension of the fifth and sixth grade students (Unpublished master’s thesis). National Chung Cheng University, Chiayi County, Taiwan.】
- 許天威、陳政見（1994）。國中新生國語文能力測驗。臺北市：心理。【Sheu, T.-W., & Chen, C.-C. (1994). Test of Chinese ability for first year junior high school student. Taipei, Taiwan: Psychological.】
- 許晴佩（2005）。QAR「問題－答案關係」閱讀理解策略教學對國小四年級學童閱讀理解成效之研究（未出版碩士論文）。國立臺中師範學院，臺中市。【Hsu, C.-P. (2005). The effect of question-answer relationship strategies instruction to fourth-grade students (Unpublished master’s thesis). National Taichung Teachers College, Taichung, Taiwan.】
- 許雅惠（2002）。融合閱讀理解策略教科書之教學研究－以電動機單元為例（未出版碩士論文）。臺北市立師範學院，臺北市。【Hsu, Y.-H. (2002). Study of text instruction implemented with comprehension strategies: Example of electric motor unit (Unpublished master’s thesis). Taipei Municipal Teachers College, Taipei, Taiwan.】
- 許慧君（2011）。摘要策略教學對國小五年級學童閱讀理解成效之研究（未出版碩士論文）。銘傳大學，臺北市。【Hsu, H.-C. (2011). The study on the effects of “reading comprehension” via “summary instruction” for the fifth graders (Unpublished master’s thesis). Ming Chuan University, Taipei, Taiwan.】
- 連啟舜（2002）。國內閱讀理解教學研究成效之統合分析研究（未出版碩士論文）。國立臺灣師範大學，臺北市。【Lien, C.-S. (2002). Meta-analysis of reading comprehension instruction studies’ outcome (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 陳正（2011）。國小五年級國語科融入式問題答案關係策略教學成效之研究（未出版碩士論文）。國立屏東教育大學，屏東市。【Chen, C. (2011). A study of integrated question-answer relationship strategy instruction for fifth-grade students (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 陳怡琪（2011）。多層次提問教學對國小五年級學童閱讀理解、閱讀理解後設認知與閱讀動機之影響（未出版碩士論文）。國立屏東教育大學，屏東市。【Chen, Y.-C. (2011). The effects of multi-level questioning instruction on fifth graders’ reading comprehension, metacognition and reading motivation (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 陳瑋婷、蕭金土（2012）。寫作教學介入實驗效果之後設分析。教育研究學報，46（1），21-41。【Chen, W.-T., & Hsiao, C.-T. (2012). A meta-analysis of effects of writing intervention experimental studies. Journal of Educational Studies, 46(1), 21-41.】
- 陳慧容（2011）。提問教學策略對不同閱讀態度之國小四年級學童閱讀提問能力與閱讀理解之影響研究（未出版碩士論文）。國立屏東教育大學，屏東市。【Chen, H.-J. (2011). The effects of asking-teach strategy instruction on reading question ability and reading comprehension of fourth-grade elementary students with different reading attitudes (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 陸怡琮（2009）。摘要策略教學在屏東縣國小五年級的實施成效之研究。教育部閱讀教學策略開發與推廣計畫。屏東市：國立屏東教育大學。【Lu, I.-C. (2009). Study of effect of summarization strategy instruction on fifth graders in Pingtung. Developing and Promoting Reading Strategies Instruction Program of the Ministry of Education. Pingtung, Taiwan: National Pingtung University of Education.】
- 陸怡琮（2011）。摘要策略教學對提升國小五年級學童摘要能力與閱讀理解的成效。教育科學研究期刊，56（3），91-118。【Lu, I.-C. (2011). Examining the effects of summarization strategy instruction on summary skills and reading comprehension of fifth graders. Journal of Research in Education Sciences, 56(3), 91-118.】
- 彭淑娟（2011）。心智繪圖結合繪本電子書教學對國小四年級學童閱讀理解能力及閱讀動機影響之研究（未出版碩士論文）。國立屏東教育大學，屏東市。【Peng, S.-C. (2011). The effects of combining mind map and electronic picture-books on fourth-graders’ reading comprehension ability and reading motivation (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 曾陳密桃（1990）。國民中小學生的後設認知及其與閱讀理解之相關研究（未出版博士論文）。國立政治大學，臺北市。【Ceng, C.-M.-T. (1990). Study of relationship between metacognition and reading comprehension in elementary and junior high school students (Unpublished doctoral dissertation). National Chengchi University, Taipei, Taiwan.】
- 黃怡菁（2009）。不同教學法對國小五年級學生閱讀理解與後設認知效益之研究（未出版碩士論文）。國立中正大學，嘉義縣。【Haung, Y.-C. (2009). The impact of different teaching strategies toward fifth grader’s on reading comprehension and metacognition (Unpublished master’s thesis). National Chung Cheng University, Chiayi County, Taiwan.】
- 黃俊偉（2010）。運用後設認知閱讀策略對國小學童網路搜尋能力之影響（未出版碩士論文）。國立臺南大學，臺南市。【Hwang, C.-W. (2010). The effects of metacognitive reading strategy on information searching ability of elementary school students (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 黃智淵（2004）。相互教學法對國小五年級學童閱讀歷程中自我調整學習與閱讀理解之影響（未出版碩士論文）。國立屏東師範學院，屏東市。【Huang, Z.-Y. (2004). Effects of reciprocal teaching on self regulated learning and reading comprehension of fifth grade students (Unpublished master’s thesis). National Pingtung Teachers College, Pingtung, Taiwan.】
- 黃琬玲（2010）。以NAEP架構建置國小四、五年級閱讀理解測驗（未出版碩士論文）。國立屏東教育大學，屏東市。【Huang, W.-L. (2010). The development of a reading comprehension test for 4th and 5th grade students using NAEP reading framework (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 黃雅玲（2010）。國小六年級學童融入式自我發問策略教學研究（未出版碩士論文）。國立屏東教育大學，屏東市。【Huang, Y.-L. (2010). A study of integrated self-questioning strategy instruction for sixth-grade students (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 黃瓊儀（1996）。相互教學法對國小高年級學童閱讀理解能力、後設認知能力與閱讀態度之影響（未出版碩士論文）。國立嘉義師範學院，嘉義市。【Huang, C.-Y. (1996). Effects of reciprocal teaching on reading comprehension ability, metacognitive ability and reading attitude of elementary school sixth grade students (Unpublished master’s thesis). National Chiayi Teachers College, Chiayi, Taiwan.】
- 黃瓊儀（2012）。台灣近十年閱讀障礙學童閱讀理解策略教學成效之後設分析。東臺灣特殊教育學報，14，243-268。【Huang, C.-Y. (2012). Meta-analysis of reading comprehension instruction studies’ outcome in Taiwan: A quantitative synthesis of single-subject researches. Bulletin of Eastern-Taiwan Special Education, 14, 243-268.】
- 楊清榮（2011）。故事結構分析策略對國小學童閱讀理解能力之影響─以閱讀理解教學系統為工具（未出版碩士論文）。國立高雄師範大學，高雄市。【Yang, C.-J. (2011). An investigation of the usage of narrative structure based reading comprehension teaching system in elementary school (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung, Taiwan.】
- 楊榮昌（2002）。相互教學法對國小五年級學童閱讀理解、後設認知及閱讀動機之影響（未出版碩士論文）。國立屏東師範學院，屏東市。【Yang, R.-C. (2002). Effects of reciprocal teaching on reading comprehension, metacognition, reading motivation of fifth-grade students (Unpublished master’s thesis). National Pingtung Teachers College, Pingtung, Taiwan.】
- 董慧仙（2009）。「問題－答案關係」策略對國小五年級學童閱讀理解與後設認知能力之影響（未出版碩士論文）。國立嘉義大學，嘉義市。【Dong, H.-S. (2009). The effect of question-answer relationship strategies for 5th grade students on reading comprehension and metacognition (Unpublished master’s thesis). National Chiayi University, Chiayi, Taiwan.】
- 詹慧玲（2008）。結合相互教學法之閱讀理解策略教學對國中學生閱讀科學文章的影響（未出版碩士論文）。國立臺灣師範大學，臺北市。【Chan, H.-L. (2008). Effect of reciprocal teaching on junior high school students’ science reading ability (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 鄒永裕（2007）。概念構圖教學對國小學童科學閱讀理解能力影響之研究（未出版碩士論文）。臺北市立教育大學，臺北市。【Tsou, Y.-Y. (2007). A study of the effects of concept mapping on science reading comprehension of elementary students (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.】
- 鄒美華（2003）。閱讀學習策略教學對國小五年級兒童閱讀理解、後設認知及自我效能之影響（未出版碩士論文）。國立屏東師範學院，屏東市。【Tsou, M.-H. (2003). Effect of reading strategies instruction on fifth graders reading comprehension, metacognition and self efficacy (Unpublished master’s thesis). National Pingtung Teachers College, Pingtung, Taiwan.】
- 劉惠美、張鑑如（2011）。口語和閱讀關連性研究之文獻回顧與展望。教育心理學報，43，251-268。【Liu, H.-M., & Chang, C.-J. (2011). A literature review: Research on the relationship between oral language and reading of Taiwanese children. Bulletin of Educational Psychology, 43, 251-268.】
- 樊雪梅（1995）。頂層結構教學方案與問題討論教學方案對國小學生閱讀理解與文章回憶之影響（未出版碩士論文）。國立臺灣師範大學，臺北市。【Fan, H.-M. (1995). Effects of expository top-level structure instruction on reading comprehension and text recollection of sixth graders (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 蔡佩芳（2005）。相互教學法對國小國語文閱讀教學成效之研究（未出版碩士論文）。國立高雄師範大學，高雄市。【Tsai, P.-F. (2005). Effects of reciprocal teaching on mandarin reading instruction in elementary education (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung, Taiwan.】
- 蔡宜芳（2009）。質問作者策略教學對國小高年級學童閱讀提問表現、閱讀理解、後設認知與閱讀動機之影響（未出版碩士論文）。國立屏東教育大學，屏東市。【Tsai, I.-F. (2009). The effects of questioning the author instruction on elementary upper graders’ self-questioning, reading comprehension, metacognition of reading and reading motivation (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 蔡雅泰（2006）。概念構圖融入國語教學對國小五年級學童閱讀理解、大意摘要能力與語文學習態度影響之研究（未出版博士論文）。國立高雄師範大學，高雄市。【Tsai, Y.-T. (2006). A study on the effect of concept mapping for the 5th grade students in reading comprehension, summarization ability, and language learning attitude (Unpublished doctoral dissertation). National Kaohsiung Normal University, Kaohsiung, Taiwan.】
- 蔡銘津（1995）。文章結構分析策略教學對增進學童閱讀理解與寫作成效之研究（未出版博士論文）。國立高雄師範大學，高雄市。【Tsai, M.-J. (1995). The effect of strategy teaching on text structure analysis for children to improve reading comprehension and writing skill (Unpublished doctoral dissertation). National Kaohsiung Normal University, Kaohsiung, Taiwan.】
- 蔣佳穎（2008）。自我發問、問題答案關係策略教學對國小六年級學童閱讀理解與閱讀動機之影響研究（未出版碩士論文）。國立屏東教育大學，屏東市。【Chiang, C.-Y. (2008). The effects of self-questioning strategy instruction and question-answer relationship strategy instruction on sixth-graders’ reading comprehension and reading motivation (Unpublished master’s thesis). National Pingtung University of Education, Pingtung, Taiwan.】
- 課文本位閱讀理解教學（2012）。首頁。取自http://pair.nknu.edu.tw/pair_System/Search_index. aspx?PN=PlanInfo【Textbook-Based Reading Comprehension Instruction. (2012). Homepage. Retrieved from http://pair.nknu.edu.tw/ pair_System/Search_index.aspx?PN=PlanInfo】
- 鄭宇樑（1997）。後設認知閱讀教學對國小學生科學文章閱讀理解、閱讀態度及後設認知能力影響之研究（未出版碩士論文）。國立臺南師範學院，臺南市。【Cheng, Y.-L. (1997). The effectiveness of metacognitive strategy instruction on reading comprehension, reading attitude, meatacognitive knowlege, and metacognitive control in science text for elementary school students (Unpublished master’s thesis). National Tainan Teachers College, Tainan, Taiwan.】
- 盧季紅（2008）。心智繪圖教學及其對國小學童閱讀理解與寫作表現之影響（未出版碩士論文）。國立臺南大學，臺南市。【Lu, C.-H. (2008). Mind mapping teaching and its effects on reading comprehension and writing performance for primary school students (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 戴敬蓉（2008）。織網教學法對國小三年級學生閱讀理解能力影響之研究（未出版碩士論文）。臺北市立教育大學，臺北市。【Dai, J.-R. (2008). A study on the implementation of webbing instruction and its influence on reading comprehension in elementary 3rd grade students (Unpublished master’s thesis). Taipei Municipal University of Education, Taipei, Taiwan.】
- 謝宜秀（2011）。相互教學法對國小三年級新住民子女閱讀理解學習成效之影響（未出版碩士論文）。國立嘉義大學，嘉義市。【Hsieh, Y.-S. (2011). The effects of reciprocal teaching on reading comprehension learning efficiency in the third grade children of the new inhabitants (Unpublished master’s thesis). National Chiayi University, Chiayi, Taiwan.】
- 謝真華（1999）。概念構圖教學對國小四年級學童在自然科學習成效之研究（未出版碩士論文）。國立臺南師範學院，臺南市。【Hsieh, J.-H. (1999). The effectiveness of concept mapping instruction on science learning for elementary school fourth graders (Unpublished master’s thesis). National Tainan Teachers College, Tainan, Taiwan.】
- 謝進昌（2012）。不同實驗設計之標準化平均數差異效果量整合探討。屏東教育大學學報：教育類，38，57-92。【Hsieh, J.-C. (2012). Combining effect size estimates across different experimental designs in meta-analysis. Journal of National Pingtung University: Education, 38, 57-92.】
- 韓順進（2006）。概念構圖對國小六年級學童閱讀理解之研究（未出版碩士論文）。國立臺中教育大學，臺中市。【Han, S.-C. (2006). Study of concept mapping on sixth graders’ reading comprehension (Unpublished master’s thesis). National Taichung University of Education, Taichung, Taiwan.】
- 魏靜雯（2004）。心智繪圖與摘要教學對國小五年級學生閱讀理解與摘要能力之影響（未出版碩士論文）。國立臺灣師範大學，臺北市。【Wei, C.-W. (2004). The effects of “mind mapping and summary instruction” on reading comprehension and summarizing ability of fifth graders in elementary school (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 羅偉宸（2011）。運用心智圖法於國文科教學對國二學生閱讀理解能力的影響（未出版碩士論文）。國立臺南大學，臺南市。【Lo, W.-C. (2011). The effects of applying mind mapping to Chinese literature course instruction on eighth graders’ reading comprehension (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.】
- 蘇宜芬（1991）。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響（未出版碩士論文）。國立臺灣師範大學，臺北市。【Su, Y.-F. (1991). Effects of metacognitive training program on reading comprehension and metacognitive skills of sixth grade less skilled readers (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.】
- 蘇倩慧（2007）。心智繪圖教學融入國小五年級國語文閱讀理解之研究（未出版碩士論文）。國立嘉義大學，嘉義市。【Su, C.-H. (2007). Study of mind mapping instruction on fifth graders Chinese reading comprehension (Unpublished master’s thesis). National Chiayi University, Chiayi, Taiwan.】
- 蘇雅玲（2010）。相互教學法融入班級讀書會對國中二年級學生閱讀理解之影響（未出版碩士論文）。國立臺中教育大學，臺中市。【Su, Y.-L. (2010). The reciprocal teaching method into class reading groups to investigate the effects of class reading groups on eighth graders (Unpublished master’s thesis). National Taichung University of Education, Taichung, Taiwan.】
- Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text structure/summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22(3), 331-346. doi:10.2307/747972
- Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York, NY: Grune & Stratton.
- Bartlett, B. J. (1978). Top-level structure as an organizational strategy for recall of classroom text (Unpublished doctoral dissertation). Arizona State University, Tempe, AZ.
- Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with questioning the author: A fresh and expanded view of a powerful approach. New York, NY: Scholastic.
- Beck, I. L., McKeown, M. G., Sandora, C., Kucan, L., & Worthy, J. (1996). Questioning the author: A yearlong classroom implementation to engage students with text. The Elementary School Journal, 96(4), 385-414. doi:10.1086/461835
- Berkeley, S., Scruggs, T. E., & Mastropieri, M. A. (2010). Reading comprehension instruction for students with learning disabilities, 1995-2006: A meta-analysis. Remedial & Special Education, 31(6), 423-436. doi:10.1177/0741932509355988
- Block, C. C., Parris, S. R., Read, K. L., Whiteley, C. S., & Cleveland, M. D. (2009). Instructional approaches that significantly increase reading comprehension. Journal of Educational Psychology, 101(2), 262-281. doi:10.1037/a0014319
- Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Chichester, UK: John Wiley & Sons. doi:10.1002/9780470743386
- Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10(2), 14-21. doi:10.3102/0013189X010002014
- Brown, A. L., & Day, J. D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22(1), 1-14. doi:10.1016/S0022-5371(83) 80002-4
- Campbell Collaboration. (2014). The Campbell collaboration: What helps? What harms? Based on what evidence? Retrieved from http://www.campbellcollaboration.org/
- Chall, J. S. (1996). Stages of reading development (2nd ed.). Fort Worth, TX: Harcourt Brace.
- Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112(1), 155-159. doi:10.1037/0033-2909.112.1.155
- Cooper, H., & Hedges, L. V. (2009). Research synthesis as a scientific process. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (2nd ed., pp. 3-16). New York, NY: Russell Sage Foundation.
- Coté, N., & Goldman, S. R. (1999). Building representations of informational text: Evidence from children’s think-aloud protocols. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 169-193). Mahwah, NJ: Lawrence Erlbaum Associates.
- Davis, D. S. (2010). A meta-analysis of comprehension strategy instruction for upper elementary and middle school students (Unpublished doctoral dissertation). Graduate School of Vanderbilt University, Nashville, TN.
- Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 205-242). Newark, DE: International Reading Association. doi:10.1598/0872071774.10
- Duval, S. J., & Tweedie, R. L. (2000). Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455-463. doi:10.1111/j. 0006-341X.2000.00455.x
- Egger, M., Davey, S. G., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. British Medical Journal, 315(7109), 629-634. doi:10.1136/bmj.315.7109. 629
- Gagné, E. D., Yekovich, C. W., & Yekovich, F. R. (1993). The cognitive psychology of school learning (2nd ed.). New York, NY: HarperCollins College.
- Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40(3), 210-225. doi:10.1177/00222194070400030301
- Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279-320. doi:10.3102/00346543071002279
- Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. Beverly Hills, CA: Sage.
- Graham, S., & Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading (A Carnegie Corporation Time to Act Report). Washington, DC: Alliance for Excellent Education.
- Graham, S., & Hebert, M. A. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710-785.
- Hare, V. C., & Borchardt, K. M. (1984). Direct instruction of summarization skills. Reading Research Quarterly, 20(1), 62-78. doi:10.2307/747652
- Hebert, M. A., Simpson, A., & Graham, S. (2013). Comparing effects of different writing activities on reading comprehension: A meta-analysis. Reading and Writing, 26(1), 111-138. doi:10. 1007/s11145-012-9386-3
- Hedges, L. V. (1981). Distribution theory for Glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6(2), 107-128. doi:10.2307/1164588
- Higgins, J. P. T., & Green, S. (Eds.). (2008). Cochrane handbook for systematic reviews of interventions. Hoboken, NJ: John Wiley & Son. doi:10.1002/9780470712184
- Ho, D., Imai, K., King, G., & Stuart, E. A. (2007). Matching as nonparametric preprocessing for reducing model dependence in parametric causal inference. Political Analysis, 15(3), 199-236. doi:10.1093/pan/mpl013
- Holley, C. D., & Dansereau, D. F. (1984). Spatial learning strategies: Techniques, applications, and related issues. New York, NY: Academic Press.
- Idol, L. (1987). Group story mapping: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20(4), 196-205. doi:10.1177/002221948702000401
- Idol, L., & Croll, V. J. (1987). Story-mapping training as a means of improving reading comprehension. Learning Disability Quarterly, 10(3), 214-229. doi:10.2307/1510494
- Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of the research. Journal of Learning Disabilities, 37(2), 105-118. doi:10.1177/00222194040370020201
- King, A. (1989). Effects of self-questioning training on college students’ comprehension of lectures. Contemporary Educational Psychology, 14(4), 366-381. doi:10.1016/0361-476X(89)90022-2
- King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 338-368. doi:10.3102/00028312031002338
- Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.
- Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363-394. doi:10.1037/0033-295X.85.5.363
- Light, R., & Pillemer, D. (1984). Summing up: The science of reviewing research. Cambridge, MA: Harvard University Press.
- Manoli, P., & Papadopoulou, M. (2012). Graphic organizers as a reading strategy: Research findings and issues. Creative Education, 3(3), 348-356. doi:10.4236/ce.2012.33055
- Marín-Martínez, F., & Sánchez-Meca, J. (2010). Weighting by inverse variance or by sample size in random-effects meta-analysis. Educational and Psychological Measurement, 70(1), 56-73. doi:10.1177/0013164409344534
- Mayer, R. E. (1984). Aids to text comprehension. Educational Psychologist, 19(1), 30-42. doi:10.1080/00461528409529279
- Mayer, R. E. (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8(4), 357-371. doi:10.1007/BF01463939
- McCardle, P. D., Chhabra, V., & Kapinus, B. A. (2008). Reading research in action: A teacher’s guide for student success. Baltimore, MD: Paul H. Brookes.
- Moore, D. W., & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78(1), 11-17.
- National Institute for Literacy. (2006). What content-area teachers should know about adolescent literacy. Washington, DC: Author.
- National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: Author.
- Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta- analysis. Review of Educational Research, 76(3), 413-448. doi:10.3102/00346543076003413
- Palincsar, A. S. (1982). Improving the reading comprehension of junior high students through the reciprocal teaching of comprehension-monitoring strategies (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign, IL.
- Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. doi:10.1207/ s1532690xci0102_1
- Pearson, P. D., & Johnson, D. D. (1978). Teaching reading comprehension. New York, NY: Holt, Rinehart and Winston.
- Raphael, T. E. (1982). Question-answering strategies for children. The Reading Teacher, 36(2), 186-190.
- Raphael, T. E. (1986). Teaching question answer relationships, revisited. The Reading Teacher, 39(6), 516-522.
- Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage.
- Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530. doi:10.3102/00346543064004479
- Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181-221. doi:10. 3102/00346543066002181
- Rumelhart, D. E. (1975). Notes on a schema for stories. In D. E. Bobrow & A. M. Collins (Eds.), Representation and understanding: Studies in cognitive science (pp. 211-236). New York, NY: Academic Press. doi:10.1016/B978-0-12-108550-6.50013-6
- Sencibaugh, J. M. (2007). Meta-analysis of reading comprehension interventions for students with learning disabilities: Strategies and implications. Reading Improvement, 44(1), 6-22.
- Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Belmont, MD: Wadsworth, Cengage Learning.
- Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
- Slater, W. H., Graves, M. F., & Piché, G. L. (1985). Effects of structural organizers on ninth-grade students’ comprehension and recall of four patterns of expository text. Reading Research Quarterly, 20(2), 189-202. doi:10.2307/747755
- Slavin, R. E. (1986). Best-evidence synthesis: An alternative to meta-analytic and traditional reviews. Educational Researcher, 15(9), 5-11. doi:10.3102/0013189X015009005
- Slavin, R. E. (2008). Perspectives on evidence-based research in education: What works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5-14. doi:10. 3102/0013189X08314117
- Slavin, R. E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly, 43(3), 290-322. doi:10. 1598/RRQ.43.3.4
- Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades: A best-evidence synthesis. Review of Educational Research, 79(4), 1391-1466. doi:10.3102/0034654309341374
- Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND.
- Staal, L. A. (2000). The story face: An adaptation of story mapping that incorporates visualization and discovery learning to enhance reading and writing. The Reading Teacher, 54(1), 26-31.
- Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing (Vol. 2, pp. 53-120). Norwood, NJ: Ablex.
- Sterne, J. A. C., Gavaghan, D., & Egger, M. (2000). Publication and related bias in meta-analysis: Power of statistical tests and prevalence in the literature. Journal of Clinical Epidemiology, 53(11), 1119-1129. doi:10.1016/S0895-4356(00)00242-0
- Taylor, B. M., & Beach, R. W. (1984). The effects of text structure instruction on middle-grade students’ comprehension and production of expository text. Reading Research Quarterly, 19(2), 134-146. doi:10.2307/747358
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- What Works Clearinghouse. (2010). WWC intervention report: Reciprocal teaching (adolescent literacy). Retrieved from http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=434
- What Works Clearinghouse. (2011). What works clearinghouse: Procedures and standards handbook (version 2.1). Retrieved from http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_ procedures_v2_1_standards_handbook.pdf
- What Works Clearinghouse. (2014). What works clearinghouse website. Retrieved from http://ies.ed. gov/ncee/wwc/default.aspx
- Wong, B. Y. L. (1985). Self-questioning instructional research: A review. Review of Educational Research, 55(2), 227-268. doi:10.3102/00346543055002227
Journal directory listing - Volume 60 (2015) - Journal of Research in Education Sciences【60(2)】June
Directory
Effective Chinese Reading Comprehension Strategy: Best-Evidence Synthesis of Taiwanese Empirical Studies
Author: Jin-Chang Hsieh(Research Center for Testing and Assessment, National Academy for Educational Research)
Vol.&No.：Vol. 60, No. 2
Date：June 2015
Pages：33-77
DOI：10.6209/JORIES.2015.60(2).02
Abstract：
The adoption of evidence-based education has increased noticeably among Taiwanese practitioners and researchers. However, several accompanying concerns, such as the reliability and source of evidence, remain controversial. This study proposes an effective Chinese reading comprehension strategy from the perspective of best-evidence synthesis.
After a few keywords were used to search Taiwanese bibliographic databases, 57 articles were coded and synthesized on the basis of inclusion and exclusion criteria. The results show that nearly all of the comprehension strategies were effective, including self-questioning, question and answering, story grammar, graphic organizer creation, summarizing, and reciprocal instruction. The highest average effect size was +0.58 for summary writing, and the lowest average effect size was +0.35 for self-questioning. Finally, some suggestions and implications are proposed for future studies.
Keywords：text structure, reciprocal instruction, research synthesis, questioning, summarizing