Enhancing students' reading comprehension throughpicture-book

Abstract

是次研究為了討論繪本教學能否提升學生的閱讀能力，學生在閱讀繪本，透過觀察圖畫推測故事情節。配合閱讀策略，提問不同層次的閱讀問題，引導學生理解故事內容。 研究對象來自研究者任教小學，是三年級學生。研究開始時，研究對象要先作答閱讀測試作為前測。研究者便設計相關的繪本教學，並與研究對象一起閱讀繪本教材及進行不同層次的閱讀活動，讓研究對象對繪本故事內容進行推測、解釋、評鑑。教學後，研究對象要完閱讀測試作為後測。最後收集數據及教學資料進行分析。 根據數據分析，研究者發現以下兩項結論： 1. 繪本教學能提升學生的閱讀理解能力。 2. 繪本教學能有效地讓學生在閱讀中推測故事情節。

The purpose of this study is to discuss the effect of the picture book teaching approach, which can help the student increase the ability of reading comprehension. The students’ reading comprehension and the student responses to story reading were explored. The student responses to reading picture books and to reading strategies were investigated.

The participants in this study were thirty-five Primary 3 students from the researcher’s school. First, the participants answered the pre-test of reading comprehension. Second, the researcher and participants read the picture book together. The researcher also asked the different level of comprehension questions about the picture book. The participants were guessing the content, finding information, understanding words and solving the problem. After the two learning cycles, the participants took the post-test of reading comprehension. Finally, the data was collected, computed and analyzed by the researcher. Based on the data analyses, the findings of the study are summarized as follows: 1. The Picture Book Approach was improving students’ reading comprehension. 2. The Picture Book Approach had a positive effect on the student responses to perception of reading.