| Summary: | 碩士 === 國立臺北護理健康大學 === 嬰幼兒保育研究所 === 103 === The purpose of this study is to explore the effects of fingerpoint-reading on word recognition and reading fluency of preschoolers. The subjects were five to six years old children. The experimental group was composed of 24 pupils and given fingerpoint-reading instruction. The control group was composed of 24 pupils and given normal recitation instruction. The experimental instruction was conducted in sessions of 30 minutes each, five times a week, during a period of ten weeks. “ Target Vocabulary Assessment card” and “ Reading Fluency Assessment” were developed to access children’s word recognition and reading fluency.
The results showed that: the word recognition ability of median score group, experimental group has significant effect on “sound out words”, but do not reach significant difference in low score group. The reading fluency ability of high and medium group, experimental group has significant effect on “accuracy”, but do not reach significant difference in low score group. Whether it is high, medium or low groups in the amount of “listening point to the words” and “reading rate” scores has no significantly different. The word recognition ability of listen point to the words, sound out words and reading fluency of accuracy and reading rate had significant correlation with each other.
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