Shared-Reading to Enhance Reading Performance of Disadvantaged Students in First Grade

• Main Authors: Wen Kuo Mei, 温國美
• Other Authors: Pan Rong Ji
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/02895077941011085734

碩士 === 輔仁大學 === 兒童與家庭學系碩士班 === 101 === The study aimed to explore the shared book reading process and performance of disadvantaged first graders. The study, adopting qualitative research with objectives of eight disadvantaged first graders, continued fourteen weeks of repeated reading by peer tutoring in pair group. The study investigated disadvantaged first graders’ performance on shared book reading with measurements, such as Chinese words recognizing scale, reading fluency and reading comprehension. The results of study were as followings: 1. Shared book reading could promote the reading performance of disadvantaged first graders. （1）The reading environment in family could influence the reading performance of disadvantaged first graders. （2）Appropriate picture books could induce interest and enhanced language ability. （3）Disadvantaged first graders less participated in discussion on the topics of shared book reading. （4）Disadvantaged first graders needed teacher’s encouragements and opportunities on oral discussion. （5）Peer tutoring supported and provided feedback on phonetic spelling. （6）Disadvantaged first graders’ frustrations on reading could be reduced by improved ability. （7）Meida-meishiau Digital School could provide learning opportunities for disadvantaged first graders. 2. Repeated Reading could enhance disadvantaged first graders’ reading performance. （1）The word recognition of disadvantaged first graders was improved. （2）The reading fluency of disadvantaged first graders was mostly progressed. （3）The reading comprehension of disadvantaged first graders could make out text.