The influences of Dialogic Reading and Flashcards Readingon Children’s Reading Ability and Interest

碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 101 === This study discusses the influence of "Dialogic Reading" and "Flashcards Reading" on the reading ability and interest of children. The research method the study applies is "pretest-posttest control group design". The object of stu...

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Main Authors: Shu-chieh Chang, 張淑婕
Other Authors: Li-Chun Chang
Format: Others
Language:zh-TW
Published: 2013
Online Access:http://ndltd.ncl.edu.tw/handle/39813771491485471002
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spelling ndltd-TW-101NTNT50960142015-10-13T22:51:34Z http://ndltd.ncl.edu.tw/handle/39813771491485471002 The influences of Dialogic Reading and Flashcards Readingon Children’s Reading Ability and Interest 對話式閱讀與閃示卡識字閱讀對幼兒閱讀能力與興趣之影響 Shu-chieh Chang 張淑婕 碩士 國立臺南大學 幼兒教育學系碩士班 101 This study discusses the influence of "Dialogic Reading" and "Flashcards Reading" on the reading ability and interest of children. The research method the study applies is "pretest-posttest control group design". The object of study is 28 children of the top class in a public kindergarten in Tainan City. They were divided randomly into the experimental group and the control group. A week before the experiment, the children of these two groups received the pretest of PPVT-R (Peabody Picture Vocabulary Test-Revised) Form L, Preliminary Graded Chinese Character Recognition Test, target words in sketchbook test, and reading attitude test. The experiment lasted for ten weeks. A week later after the experiment, the children of two groups received the posttest of the four tests given above and story comprehension test in order to know the difference between the pretest and posttest of vocabulary comprehension, story comprehension, characters recognition ability and reading interest. One and a half months later, a tracking test of the five tests above was applied for the difference of abilities listed above that the children in these two groups had and for whether the test results possessed continued influences. The data was collected and analyzed by means of ANCOVA, t-test. The study results are as follows: 1. The flashcard group improved recognizing characters in sketchbooks, which was better than the dialogic group and the influence continued. 2. The flashcard group improved recognizing Chinese characters better than the dialogic group, but it had no continuous influence. 3. The dialogic group improved vocabulary comprehension better than the flashcard group and the influence continued. 4. The dialogic group improved story comprehension ability better than the flashcard group and the influence continued. 5. The dialogic group improved reading interest better than the flashcard group and the influence continued. Li-Chun Chang 張麗君 2013 學位論文 ; thesis 152 zh-TW
collection NDLTD
language zh-TW
format Others
sources NDLTD
description 碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 101 === This study discusses the influence of "Dialogic Reading" and "Flashcards Reading" on the reading ability and interest of children. The research method the study applies is "pretest-posttest control group design". The object of study is 28 children of the top class in a public kindergarten in Tainan City. They were divided randomly into the experimental group and the control group. A week before the experiment, the children of these two groups received the pretest of PPVT-R (Peabody Picture Vocabulary Test-Revised) Form L, Preliminary Graded Chinese Character Recognition Test, target words in sketchbook test, and reading attitude test. The experiment lasted for ten weeks. A week later after the experiment, the children of two groups received the posttest of the four tests given above and story comprehension test in order to know the difference between the pretest and posttest of vocabulary comprehension, story comprehension, characters recognition ability and reading interest. One and a half months later, a tracking test of the five tests above was applied for the difference of abilities listed above that the children in these two groups had and for whether the test results possessed continued influences. The data was collected and analyzed by means of ANCOVA, t-test. The study results are as follows: 1. The flashcard group improved recognizing characters in sketchbooks, which was better than the dialogic group and the influence continued. 2. The flashcard group improved recognizing Chinese characters better than the dialogic group, but it had no continuous influence. 3. The dialogic group improved vocabulary comprehension better than the flashcard group and the influence continued. 4. The dialogic group improved story comprehension ability better than the flashcard group and the influence continued. 5. The dialogic group improved reading interest better than the flashcard group and the influence continued.
author2 Li-Chun Chang
author_facet Li-Chun Chang
Shu-chieh Chang
張淑婕
author Shu-chieh Chang
張淑婕
spellingShingle Shu-chieh Chang
張淑婕
The influences of Dialogic Reading and Flashcards Readingon Children’s Reading Ability and Interest
author_sort Shu-chieh Chang
title The influences of Dialogic Reading and Flashcards Readingon Children’s Reading Ability and Interest
title_short The influences of Dialogic Reading and Flashcards Readingon Children’s Reading Ability and Interest
title_full The influences of Dialogic Reading and Flashcards Readingon Children’s Reading Ability and Interest
title_fullStr The influences of Dialogic Reading and Flashcards Readingon Children’s Reading Ability and Interest
title_full_unstemmed The influences of Dialogic Reading and Flashcards Readingon Children’s Reading Ability and Interest
title_sort influences of dialogic reading and flashcards readingon children’s reading ability and interest
publishDate 2013
url http://ndltd.ncl.edu.tw/handle/39813771491485471002
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