| Summary: | 碩士 === 國立彰化師範大學 === 兒童英語研究所 === 97 === The study aims to explore if guided reading can enhance the elementary school students’ reading performance and be implemented at the elementary schools in Taiwan. Reading is a complicated process; it requires various strategies to construct the meaning from the text. However, the English teachers in Taiwan seldom instruct reading and reading strategies to the students at the elementary schools. To help students learn to read, many L1 and L2 studies indicated that guided reading, which involves a teacher working with a small group of students to scaffold their reading strategy learning and engage them through teacher-student interaction, has been considered as an effective method in improving students’ reading comprehension and developing reading strategies. Therefore, the study investigated the effectiveness of the guided reading program on the elementary school students’ reading performance and story retelling; additionally, the study also probed the students’ responses toward the guided reading program.
Sixty fifth graders from two homogeneous classes participated in this study. One received the guided reading instruction as the experimental group while the other received the traditional reading instruction as the control group. Two narrative stories were used for guided reading instruction during the ten-week treatment. The instruments used in the study included the story reading comprehension tests, the story retellings, and a response questionnaire. To analyze the collected data, independent t-tests were used to measure the scores of the story reading comprehension tests; the subjects’ story retellings were analyzed in accordance with the story structure; and descriptive statistics was employed to present the results of the subjects’ response toward the guided reading program.
The major findings of the study were as follows. First, the guided reading instruction was more beneficial in enhancing EFL elementary school students’ reading performance in Taiwan than the traditional reading instruction. Second, guided reading instruction was effective in helping elementary school students better retelling the stories. Third, most of the subjects in the experimental group responded positively toward the guided reading program. Based on the findings, the study suggests that it can be feasible to implement the guided reading program at the elementary schools in Taiwan.
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