Research on six grade students’ reading stance and the level of reading comprehension of picture storybook reading

• Main Authors: Chiu-hsien Lin, 林秋先
• Other Authors: Mei-Chun Yin
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/90024029329218511166

博士 === 國立臺南大學 === 教育經營與管理研究所博士班 === 98 === Research on six grade students’ reading stance and the level of reading comprehension of picture storybook reading Student：Chiu-Hsien Lin Advisors：Mei-Chun Yin, Ph.D. Graduate Institute of Educational Entrepreneurship and Management National University of Tainan ABSTRACT The purpose of this research is based on the recordings on reading picture book made by grade six students, 3 boys and 3girls in this study, to explore the reading stance and the level of reading comprehension represented in oral and written responses respectively, and the related performance of both. In addition, the research discuses the strategies of reading comprehension adopted by the students in oral responses to picture book reading and the related performance between the reading stance and the reply represented in the written responses. The individual interview after reading activities also contributed to the exploration on the relationship between the reading stance and the level of reading comprehension and thus provides a different point of view. The teaching experiences and the results of this research are served as reference materials for the picture book reading teachers. According to the result, some research findings are shown as follows: Efferent stance is mainly represented in the oral responses and aesthetic stance is mainly represented in the written responses to grade six students’ picture book reading. The partial explanation level of reading comprehension is achieved in oral responses and the key explanation level of reading comprehension is achieve in written responses to picture book reading. The correlation between the reading stance and comprehension level represented in oral and written responses is statistically significant. As to the correlation between the reading stance represented in written responses and the reply, it is statistically significant for the students with low level of reading comprehension, but is statistically insignificant for those with high level.