An Empirical Study on Elementary School Students' Literacy, Reading Fluency, and Reading Comprehension Competence

• Main Authors: CHO, TING-YU, 卓亭妤
• Other Authors: CHEN, SHIN-FENG
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/5j5xvn

碩士 === 國立屏東大學 === 教育心理與輔導學系碩士班 === 106 === 　　The study aimed to explore the relationship between elementary school students’ literacy, reading fluency, and reading comprehension competence. First, the performances of elementary school students’ literacy, reading fluency, and reading comprehension competence were investigated. Second, the effects of different background variables (e.g. grade and gender) on elementary school students’ literacy, reading fluency, and reading comprehension competence were discussed. After that, the correlations between elementary school students’ literacy, reading fluency, and reading comprehension competence were addressed; after that, the predictions of elementary school students’ literacy, reading fluency to reading comprehension competence were discussed. Finally, the results and discussions were provided for elementary school teachers, students, and future researchers for references. 　　An empirical study was adopted. The second and forth elemenatry school graders participated in this study. “A home-made fluency test of common words,” “a fluency test of connected texts,” “a computerized literacy test,” and “a Chinese reading comprehension test” were conducted in this study. The population of this study was 168 public and private elementary schools in Pingtung County. On account of the time limit, however, 20 public elemenatry schools were chosen as a accessble population. The purposive sampling was addressed, coming up with three school sizes. A total number of 202 second and forth elementary school graders joined in this study. As for the data analysis, the discriptive statistics, independent sample t test, Pearson correlation, and stepwise multiple regression were conducted. 　　Based on the results of data analysis, the research findings are as follows: 　　1. The average number of literacy for overall elementary school students was 2042.129 words. The average correctness of the test of common words for overall elementary school students was .6446. The average rate of the test of common words for overall elementary school students was 44.537 words per minutes. The average correctness of the fluency test of connected texts for overall elementary school students was .7752. The average rate of the fluency test of connected texts for overall elementary school students was 168.018 words per minutes. The average reading comprehension competence was 31.485. 　　2. As for the background variables, a significant difference only between different grades on elementary school students’ literacy, reading fluency, and reading comprehension competence were found. 　　3. Every two variables (elementary school students’ literacy, reading fluency, and reading comprehension competence) were significantly correlated. Among them, there was a stronger and positive correlation between elementary school students’ literacy and the correctness of the fluency of common words. 　　4. The elementary school students’ literarcy and reading fluency brought an impact on reading comprehension competence, especially on the literacy and the rate of the fluency of common words. 　　In the end, based on the above research findings and conclusions, suggestions for elementary school teachers, students, and future researchers were provided.