三、六年級讀經學童與對照學童在閱讀相關變項的差異研究

• Main Authors: Yi-Huei,Huang, 黃意惠
• Other Authors: 曾世杰
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/70935880936266710409

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 102 === This study examines the effects of the repeated reading of classic readings (RRC) on related measures of Chinese reading abilities. A two-factor ex post facto design was adopted to investigate the effects of grade (3rd v.s. 6th grade) and group (RRC v.s. non-RRC) on Chinese reading abilities. Eighteen 3rd grade RRC students and 24 non-RRC students participated in the study. For 6th graders, 21 RRC students and 28 non-RRC students attended in. The two-way ANCOVA results show that the amount of cognitive words and the fluency of reading are no difference, but the grade six students are better than the grade three students, when the author controlled the intelligence and socioeconomic status. The ability of reading comprehension of students of the reading group are better than those of the control group, moreover, the grade six students are better than the grade three students. However, the abilities of understanding of the classical Chinese of the two groups’ grade six students have no distinct difference. In the other hand, the abilities of understanding of the classical Chinese and the vernacular Chinese of the two groups’ grade three students have the remarkable difference.