| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 101 === ABSTRACT
The study aimed to examine the impact of repeated reading instruction on oral reading fluency, including components of reading rate, accuracy, and prosodic performance of fifth graders in Taiwan. Fifty-four fifth-grade students recruited from two classes in an urban elementary school in Taipei City were randomly assigned as the control group and the experimental group.
Three passages were adopted for the study with 50-60 words per passage. The treatment lasted for six sessions with two sessions per passage. Both groups received the reading instruction in the first period. In the second period, besides fluency-based oral reading practices, the control group students were engaged in phonics-based worksheet review activities while the experimental group were engaged in repeated reading, involving peer-assessment and self-assessment through audio-recording. Pre- and post-tests of oral reading fluency were administered and analyzed.
The results revealed that the students in the experimental group gained an increase in their oral reading fluency after repeated reading instruction.
However, there was no significant difference found in rate and accuracy post-test performance between the two groups. With regard to prosody, there was a significant difference in the post-test between two groups after the intervention. The repeated reading group outperformed the control group, especially in areas of “phrasing and expression” and “pacing.”
|
|---|
