| Summary: | 碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 102 === The purpose of this study was to examine listening interventions on reading effects of the elementary second grade students.
Listening interventions included three different ways. The first way, experimental-group-1 students listened to the read-aloud recording of experimental materials then read the same text, referred to L-R. The second way, experimental-group-2 students read the experimental materials then listened to the read-aloud recording, referred to R-L. The third way, control-group students listened to the read-aloud recording of experimental materials and read the same text simultaneously, and then they read again, referred to LR-R.
The participants were three classes of second grade students in a Taipei municipal elementary school. Quasi-experimental design was adopted in this study. There were twenty-seven students in L-R group, twenty-six students in LR-R group, and twenty-six students in R-L group. There were four lessons for each class, including one pre-test and three post-tests, and twenty minutes for each lesson. Students were tested with teacher-made test right after the experiment. The pre-test and post-tests scores were processed by statistics methods as follows: (1) one-way ANCOVA was employed to compare different listening interventions on reading effects of the elementary second grade students, and the effects toward students of different level ability; (2) independent samples t-test was employed to compare experimental group 1 and control group, experimental group 2 and control group and experimental group 1 and experimental group 2 on the reading effects, and to compare students of different level ability on the reading effects in each listening intervention.
Based on the findings of the study, the conclusions are as follows:
1.Different listening interventions show no significant differences among experimental groups and control group on reading effects of the elementary second grade students.
2.Students of different level ability show significant differences among experimental groups and control group on the reading effects in each listening intervention.
3.Different listening interventions show significant differences among experimental groups and control group on the reading effects of high-level ability students but no significant differences between experimental groups and control group on the reading effects of low-level ability students.
Based on the study results, the researcher offers some suggestions as follows for teachers and future researchers:
1.For teachers:
(1)Based on L-R sequence, teachers can read aloud to the students in the beginning of the reading class then apply reading strategies to the reading class.
(2)Based on L-R sequence, teachers can read aloud to the students in the beginning of the remedial class.
(3)Teachers must plan on the sequence of listening and reading in the reading class, L-R sequence is better than others.
(4)Teachers have to make sure that students have enough background knowledge to comprehend the text.
2.For future researchers:
(1)Select seniors as participants to do similar researches.
(2)Select classes that students’ ability is obviously different as participants to do similar researches.
(3)Do long-term researches on whether listening interventions cause any differences on students’ ability of reading comprehension.
|
|---|
