The influences of Dialogic Reading and Flashcards Readingon Children’s Reading Ability and Interest

• Main Authors: Shu-chieh Chang, 張淑婕
• Other Authors: Li-Chun Chang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/39813771491485471002

碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 101 === This study discusses the influence of "Dialogic Reading" and "Flashcards Reading" on the reading ability and interest of children. The research method the study applies is "pretest-posttest control group design". The object of study is 28 children of the top class in a public kindergarten in Tainan City. They were divided randomly into the experimental group and the control group. A week before the experiment, the children of these two groups received the pretest of PPVT-R (Peabody Picture Vocabulary Test-Revised) Form L, Preliminary Graded Chinese Character Recognition Test, target words in sketchbook test, and reading attitude test. The experiment lasted for ten weeks. A week later after the experiment, the children of two groups received the posttest of the four tests given above and story comprehension test in order to know the difference between the pretest and posttest of vocabulary comprehension, story comprehension, characters recognition ability and reading interest. One and a half months later, a tracking test of the five tests above was applied for the difference of abilities listed above that the children in these two groups had and for whether the test results possessed continued influences. The data was collected and analyzed by means of ANCOVA, t-test. The study results are as follows: 1. The flashcard group improved recognizing characters in sketchbooks, which was better than the dialogic group and the influence continued. 2. The flashcard group improved recognizing Chinese characters better than the dialogic group, but it had no continuous influence. 3. The dialogic group improved vocabulary comprehension better than the flashcard group and the influence continued. 4. The dialogic group improved story comprehension ability better than the flashcard group and the influence continued. 5. The dialogic group improved reading interest better than the flashcard group and the influence continued.