| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 93 === The purpose of this study is to investigate the reactions among three groups of fourth grade elementary students with read independently, read aloud and told orally. And expect this result can be referred to teachers and parents to assistant student’s reading.
This study aims at 3 fourth-grade elementary classes in Tainan County; one is read independently, another is read aloud and the other is told orally. The reading material is 12 kinds of stories and grades student’s responses according to the Response Record Sheet (refer to attachment 1 to 12). Such sheet defines 6 items of responses: Narrational Response, Literary Judgement, Interpretational Response, Associational Response, Self-Involvement and Prescriptive Judgement. Further more, the average scores on the sheet were analyzed statistically via Analysis of variance and results indicated as the following:
1. Student’s responses certainly vary in different groups.
2. As to Narrational Response: Most students describe roughly the context of the story. These 3 groups have no significant differences.
3. Literary Judgement: Most students cannot give opinions about story essentials and writing characteristic. These 3 groups have no significant differences .
4. Interpretational Response: Most students can only superficially explain the theme or meaning of the story. These 3 groups have no significant differences.
5. Associational Response: Most students in read independently group can only express personal opinions or experience related to the story. However, the others cannot give the right answers to the questions. The former group’s response is better than the one told orally group.
6. Self-Involvement: Most students get involved in the plot and characters. There is no significant differences among 3 groups.
7. Prescriptive Judgement: Students cannot provide any suggestions to the story. Read independently group has better performance than read aloud group.
It is concluded that making suggestions toward reading guidance and future research.
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