The effects of literacy portfolio reflection activities in enhancing children’s competency of literacy reflection and literacy

• Main Authors: Guei-Lin Chang, 張貴琳
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/fcy3n6

碩士 === 國立臺南大學 === 測驗統計研究所碩士班 === 92 === The main purpose of this study was to explore the effects of literacy portfolio reflection activities in improving children’s competence of literacy reflection and literacy. Two classes of 4th grade in an elementary school from Tainan City were selected as samples by purposive sampling, and were divided into experimental and control group separately. Through a series of reflection activities in three phases and scoring rubrics developed by the researcher, the experimental group needed to reflect their studies in writing and reading based on a six-point scale. During the nineteen weeks of experimental period, the students in experimental group were given literacy and literacy reflection competence tests in the first and last weeks, and other worksheets were provided in between. The results showed that the literacy reflection competence in experimental group was higher than the one in control group, which means the portfolio reflection activities did improve children’s literacy reflection competence. Among the experimental group, the activities had the largest effect on students with high level of proficiency in language arts. However, there was no difference in the enhancement of literacy proficiency between the experimental and control groups. Also, the improving literacy efficiency among the three levels of students in the experimental group was not apparently different. In addition, after receiving teacher’s feedback, the children showed tendency towards progress on each aspect of reflection. The results suggest that instruction should thoroughly elicit children’s reflection motivation, regular curriculum should involve reflection activities, and reflection competence assessment should be highly connected with literacy instruction. A further study could systematically compare the portfolio instruction and reflection assessment between experimental and control groups, and focus on the issues of reliability and validity of reflection results.