A study on the influence of concept-oriented reading instruction on primary school students' Chinese narratives reading comprehension and reading motivation in China = 概念導向型閱讀教學對小學生記敘文類閱讀理解能力和閱讀動機的影響

Abstract

The third year of primary school (8-9 years) is the critical period for the development of students' reading ability. Teaching students in this age group reading strategies and cultivating their motivation are crucial to the development of their reading abilities. Concept-Oriented Reading Instruction (CORI) is a pedagogical framework which aims to improve students' reading comprehension ability and reading motivation. There are quite a few empirical studies showing that the reading instruction through CORI has positive influences on English-native students science texts reading. According to the curriculum standards and textbook requirements announced by the China Government, students aged 8-9 need to have a basic understanding of narrative genre. In this study, school-based CORI was used to teach Chinese narratives to aged 8-9 Chinese-native students. Quasi-experimental design was used and the research study lasted for 12 weeks. It is found that experimental group students performed better in both reading comprehension tests and reading motivation questionnaires than their control group counterparts. It was also feasible to use school-based CORI in mainland China primary schools to teach narrative texts. However, the present study is unable to identify the exact reading strategy that improve students’ comprehension ability, which is the limitations of the present research. It is suggested to propose a more comprehensive reading strategy development plan for primary school students as guidelines to examine the impact of CORI in a more systematic way.

小學三年級(8-9歲)是學生閱讀能力發展的關鍵時期。對這個年齡段的學生進行閱 讀策略教學，培育他們的閱讀動機，對他們的閱讀能力發展起著至關重要的作用。概 念導向型閱讀教學(CORI)是一種提升學生閱讀理解能力和閱讀動機的教學設計框架， 在科普文類閱讀和英語母語學習者中有較多實證研究顯示其積極作用。根據中國大陸 的課程標準和教材要求，8-9歲學生需要基本掌握記敘文類的閱讀。本研究採用CORI 對中國大陸8-9歲中文母語學習者進行記敘文類閱讀教學。經12個星期的準實驗研究 發現，採用CORI進行記敘文類閱讀教學的實驗組學生，閱讀理解能力和閱讀動機都 较控制組更佳，能夠在小學語文課堂採用校本化CORI方案進行記敘文類閱讀教學。 由於研究限制，並未詳細探究具體影響學生閱讀理解能力提升的因素；進一步應用 CORI還需要更詳細的分階段閱讀策略發展目標體系做指導。