| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 95 === This study aims to investigate the impact of picture storybooks being read aloud, on Taiwanese fourth-graders' word recognition and sentence comprehension, and students’ attitudes toward reading aloud. Three questions are proposed in this study: (1) Do picture storybooks being read aloud have a positive impact on students’ word recognition and reading comprehension? (2) Do the effects of reading aloud on vocabulary gains and reading comprehension abilities differ between students with high and low English proficiency? (3) What are the students’ attitudes toward reading aloud?
Sixty one students (thirty one females and thirty males) and one teacher participated in this study. The students were randomly placed into two groups—control and experimental. The control group read their books silently, while the experimental group read theirs aloud or had the books read to them. Vocabulary and reading comprehension pre- and post-tests were conducted to assess vocabulary and reading comprehension progression. A questionnaire of the reading session was manipulated for students in the experimental group after all reading sessions had finished. The collected data was analyzed with Descriptive Statistics, an Independent T-test, and a Pair Sample T-test.
The results show that picture storybook reading aloud has a positive impact on both word recognition and reading comprehension. Reading aloud is beneficial for both high and low English achievers when it comes to word recognition and reading comprehension. In addition, participants in the read-aloud group held positive attitudes toward reading aloud. Participants expressed their fondness toward reading aloud and believed reading aloud can help enhance their English abilities.
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