A Research on the Effects of Multi-text Reading to Concept Development Among First-grade Students in Elementary School

• Main Authors: Chiu-Ju Cho, 卓秋汝
• Other Authors: Wen-Yun Lin
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/15851803672573077347

碩士 === 國立臺北教育大學 === 語文與創作學系語文教學碩士班 === 101 === This study is a qualitative research conducted by an elementary school teacher with the purpose of exploring 27 first grader’s conceptual development of theme regarding “family” and “friends”. By applying Interactive Read Aloud Strategy and reading texts under the same theme by different text organizations, the research questions are, (1)How the first graders develop the concept of “family” after reading different organizations of texts under the same theme? (2)How the first graders develop the concept of “friends” after reading different organizations of texts under the same theme? (3)How reading of multiple texts affects concept development of the first graders? The study lasts for two semesters. The data include interview transcripts, video-taped transcript, reflection notes, and reading record sheets from students. The findings of the study are as followings, (1)Before the implementation of reading activities, the students describe their concepts about “family” and “friends” by intuition. (2)The multiple texts with single perspective had little to do with conceptual development changes. (3)Students reinforce the concept development when the texts were closely connected to their life experiences; whereas, doubts were produced when the texts were disconnected to their life experiences. (4)Texts with multiple perspectives enhanced the concept development both in breadth and diversity. (5)The reading of multiple texts facilitates the students’ construction of concept. The results show that texts with multiple perspectives contribute to the construction of concept diversity, which may serve as a reference for textbook editing and the selection of learning materials by teachers.