阅读理解策略教学对小学生阅读理解能力及后设认知之影响
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摘要
阅覆理解策略的使用与阅读理解之间具有高相关,所以针对学习中的阅读者,可以藉由阅读理解策略的教学,提升读者的阅读理解能力。
本研究之重点在检测台北市五年级学生之阅读理解能力,是否因阅读理解策略的教学而有所改变；同时描述各策略之教学模式建立与教学历程、以及学生各项策略之使用与监控情形,学生对课程之主观看法。
研究结果发现：有系统的阅读理解策略教学,不但能提生学生的阅读理解能力,对于学生的自我监控后设认知、对阅读产生兴趣与建立较佳的阅读方法,均有正面的影响。不同的文体呈现,则对学生的阅读能力也有不同的效果存在；要提升直接理解阅读能力,以故事体文章为首要,要增进学生的解释理解阅读能力,以说明文文体为要。交互教学法是最适于阅读理解策略学习的教学模式；基本阅读策略、整合性阅读策略,以及自我监控理解策略,三者的学习需视文章的呈现,适时地交替融入教学,不宜个别抽出独立学习。提前告知策略名称与学习目标、SQ3R、K-W-L教学法,对学生的后设认知具有正面的效益。对于文章深究、表演等的多元探索式教学,虽能提升学生对课堂学习的喜好,但要促进学生对于文篇的深层理解,只能依靠教师回归文本的语文教学,方能促进学生的阅读理解能力。
The use of reading strategies is highly related with reading comprehension. Therefore, the reading comprehension abilities of those who are learning reading can be promoted by reading strategy instructions.
The emphasis of this study is to evaluate the reading comprehension ability change of fifth grade students by teaching reading strategies; and, describe the teaching models and processes of different strategies. The monitoring on students'use and subjective view-points of different strategies is also included in this study.
The research results indicate:The systematic reading strategy instructions not only promote students'reading comprehension ability, but also improve students' interests, metacognition and reading method in positive ways. There are different effects of different literary styles; promote direct comprehension ability by stories, improve explanation ability by expositions. Interactive teaching is the best way to instruct reading strategies. According to different literary styles and moments, we alternate with basic, integrative and self-monitoring reading comprehension strategies which are not suitable for using each one independently. There are very positive effects on students'metacognition by informing strategy name, learning target, SQ3R and K-W-L teaching method in advance. Although the multi-explorative literature study and performance can increase students'preference of class, drawing back to the language teaching of the text is the only way to enhance deep-seated comprehension of reading.
本研究之重点在检测台北市五年级学生之阅读理解能力,是否因阅读理解策略的教学而有所改变；同时描述各策略之教学模式建立与教学历程、以及学生各项策略之使用与监控情形,学生对课程之主观看法。
研究结果发现：有系统的阅读理解策略教学,不但能提生学生的阅读理解能力,对于学生的自我监控后设认知、对阅读产生兴趣与建立较佳的阅读方法,均有正面的影响。不同的文体呈现,则对学生的阅读能力也有不同的效果存在；要提升直接理解阅读能力,以故事体文章为首要,要增进学生的解释理解阅读能力,以说明文文体为要。交互教学法是最适于阅读理解策略学习的教学模式；基本阅读策略、整合性阅读策略,以及自我监控理解策略,三者的学习需视文章的呈现,适时地交替融入教学,不宜个别抽出独立学习。提前告知策略名称与学习目标、SQ3R、K-W-L教学法,对学生的后设认知具有正面的效益。对于文章深究、表演等的多元探索式教学,虽能提升学生对课堂学习的喜好,但要促进学生对于文篇的深层理解,只能依靠教师回归文本的语文教学,方能促进学生的阅读理解能力。
The use of reading strategies is highly related with reading comprehension. Therefore, the reading comprehension abilities of those who are learning reading can be promoted by reading strategy instructions.
The emphasis of this study is to evaluate the reading comprehension ability change of fifth grade students by teaching reading strategies; and, describe the teaching models and processes of different strategies. The monitoring on students'use and subjective view-points of different strategies is also included in this study.
The research results indicate:The systematic reading strategy instructions not only promote students'reading comprehension ability, but also improve students' interests, metacognition and reading method in positive ways. There are different effects of different literary styles; promote direct comprehension ability by stories, improve explanation ability by expositions. Interactive teaching is the best way to instruct reading strategies. According to different literary styles and moments, we alternate with basic, integrative and self-monitoring reading comprehension strategies which are not suitable for using each one independently. There are very positive effects on students'metacognition by informing strategy name, learning target, SQ3R and K-W-L teaching method in advance. Although the multi-explorative literature study and performance can increase students'preference of class, drawing back to the language teaching of the text is the only way to enhance deep-seated comprehension of reading.
引文
6 Barry, A. L. (2002). Reading strategies teachers say they use. Journal of Adolescent and Adult Literacy,46(2),132-141. 多的新单词；以及要求学生要从文本中获得知识讯息,而不只是单纯的读懂故事情节,学生在阅读的表现上呈现大幅跌落的趋势。自此,各学科教师将教学重心从『学习阅读J转移到『为了学习而阅读』Chall, J.S., Jacobs, V.A.,& Baldwin, L.E. (1990) The reading crisis:Why poor children fall behind. Cambridge, MA:Harvard University Press.
82006年,PISA报告中阅读素养香港第三名,台湾第十六名。2009年,上海第一名,香港第三名,台湾第廿三名。香港参加过2001年PIRLS,由2001至2006,由十四名跃至第二名,进步36分,是进步最多国家之一；首次参加的台湾则名列廿二名。
9何琦瑜(2009)0-15岁阅读力实战关键。亲子天下杂志(特刊27号),台北市。P.835-40。
12 Bruning, Schraw,& Ronning(1999),Learning abstract statistics concepts using simulation.
13 Goodman, K.S. (1996). On reading. Portsmouth, NH:Heinemann.
14 Gough, P.B. (1972). One second of reading. In Kavanagh, J.F.& Mattingley, I.G (Eds.), Language by Ear and by Eye. Cambridge, MA:MIT Press.
15 Laberge, D.,& Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology,6,293-323.
16 Just, M.A.,& Carpenter, P.A. (1980). A theory of reading:From eye fixations to comprehension. Psychological Review,87(4),329-354.
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23 Gagne, E. D., Yekovich, C. W.,& Yekovich, F. R. (1993). The cognitive psychology of schooling learning (2 ed.). New York:HarperCollins.
24 Literacy Strategies for Grades 4-12:Reinforcing the Treads of Reading By Karen Tankersley. Published by Association for Supervision and Curriculum DevelopmentASCD)
卡伦·坦珂斯莉着,王琼常古永辉译(2008)教会学生阅读(策略篇)教育科学出版社,北京。
25 Piaget,J.(1972). The principles of genetic epistemology. London:Routledge& Kegan Paul.
26 Anderson& Pearson (1984).The Effects of Independent Reading on Reading Achievement.
27林清山译(1991),教育心理学认知取向。台北：远流
28 Glassr,W.(2000) Every student can succeed. Chatsworth, CA:the William Glasse Institute.
29胡永崇(2003)小学四年级阅读困难学生识字相关因素及不同识字教学策略之教学成效比较研究。屏东师院学报第十九期页177-216
30陈纯纯 江艾谦 王文秀(2006)阅读写作so easy.幼狮出版社,台北市。
31 Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A.,& Kurita, J. A. (1989). Strategies that improve children's memory and comprehension of text. The Elementary School Journal,90(1), 3-32.
32 Lurchins, A. S.1942 "Mechanization in problem solving" Psychological Monographs, 54, No.248.
33林建平(1997)。学习策略—理论与实务。台北市：五南图书出版公司。
34 Palincsar, A. S.,& Brown, A. L. (1984).Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction,1(2),117-175.
35 Bereiter, C,& Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction,2(2),131-156.
36曾祥芹、韩雪屏(1992)小学阅读教学的基本原理。河南教育出版社
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38幸曼玲(1989)认知策略教学对国语科阅读理解效能之研究。国立台南师院学报,28期,271-312页
39张景媛(1990)：不同后设认知能力的大学生在学业成绩与认知适应上之差异。测验年刊,37辑,143-162。
40 Johnson, D. W.& Johnson, F. P. (1991). Joining together:Group theory and group skills. Englewood Cliffs, New Jersey:Prentice-Hall, Inc.
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45 Gambrell, L.B.& Almasi, J. F. [Eds.], (1996). Lively Discussions! Fostering Engaged Reading. International Reading Association
46涂志贤(1998)：相互教学法对小学六年级学童国语科阅读理解。后设认知、自我效能影响之研究。国立高雄师范大学硕士论文。
47曾陈密桃,(1990),国民中小学生的后设认知及其与阅读理解之相关研究。政大教研所博士论文。
48 Harris, K. R.,& Pressley, M. (1991). The nature of cognitive strategy instruction:Interactive strategy construction. Exceptional Children,57,392-404.
49韩雪屏(2008)语文课程与教学研究文集。
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55 Rosenshine, B.V.(1980). Skill hierarchies in reading comprehension. In R.J. Spiro, B.C. Bruce & W.F. Brewer (Eds.), Theoretical Issues in Reading Comprehension.Hillsdale, N.J.:Erlbaum.
56 Bransford, J. D.,& Stein, B. S. (1993). The IDEAL problem solver:A guide for iimproving thinking learning and creativity(2th ed.). New York:W. H. Freeman.
57杨芷芳(1994) 小学不同后设认知能力儿童的阅读理解能力与阅读理解策略之研究。台中 师院出教所硕士论文。
58郭静姿(1992)阅读理解训练方案对于增进高中学生阅读策略运用与后设认知能力之成效研究。师大教研所博士论文。
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67 Paivio(1971)THE DUAL NATURE OF MATHEMATICAL CONCEPTIONS
68 Karen Tankersley(2005) Literacy Strategies for Grades 4-12:Reinforcing the Treads of Reading By Karen Tankersley. Published by Association for Supervision and Curriculum Development(ASCD)
69 Tzeng, Y.& Chen, P. (2006). The effects of causal structure on levels of representation for Chinese children's narrative comprehension. Chinese Journal of Psychology,48(2),115-138.
70恩斯特.扬德(2001)第五个。三之三文化事业,台北市。
71黛安.古迪(2000)我们的妈妈在哪里?,上堤文化有限公司,台北市。
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76高敏丽[2008)小学阅读教学中摘要能力的解析及其教学策略。教师天地第154期2008年6月
78海文·欧瑞/文,北村悟/图(2000)生气的阿瑟。三之三出版社,台北市。
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1.卡伦·坦珂斯莉着,王琼常古永辉译(2008)教会学生阅读(策略篇)教育科学出版社,北京
2.安东·德·圣修伯里(1994)小王子,晨星出版社,台中市。
3.吴明清(1991)实验研究法。五南出版,台北市。
4.何琦瑜(2009)0～15岁阅读力实战关键。亲子天下杂志(特刊27号),台北市。P.35-40。
5.和品正(2004)东巴常用字典。云南美术出版社。
6.幸曼玲(1989)认知策略教学对国语科阅读理解效能之研究。国立台南师院学报,28期,271-312页
7.林玫伶、李光华、卓美惠、陈纯纯、辜雅琳、方惠铃、王文秀、萧秀敏、叶铃琴、林梅珠(2007)。台北市中高年级学童阅读兴趣不足及阅读偏食情形之研究。台北市：台北市政府教育局。
8.林建平(1997)。学习策略—理论与实务。台北市：五南图书出版公司。
9.柯华葳、陈冠铭(2004)。文章结构标示与阅读理解—以低年级学生为例。
10.胡永崇(2003)小学四年级阅读困难学生识字相关因素及不同识字教学策略之教学成效比较研究。屏东师院学报第十九期页177-216
11.恩斯特.扬德(2001)第五个。三之三文化事业
12.海文·欧瑞/文,北村悟/图(2000)生气的阿瑟。三之三出版社,台北市。
13.涂志贤(1998)：相互教学法对小学六年级学童国语科阅读理解。后设认知、自我效能影响之研究。国立高雄师范大学硕士论文。
14.索博尔(2007)挑战2分钟推理2,马可出版社,台北市。
15.高敏丽(2008)小学阅读教学中摘要能力的解析及其教学策略。教师天地第154期2008年6月
16.张景媛(1990)：不同后设认知能力的大学生在学业成绩与认知适应上之差异。测验年刊,37辑,143-162。
17.教学心理学---学习的认知基础E.D.Gagne, C.W.Yekovich,& F.R. Yekovich着,岳修平译(1998),远流出版社
18.庄启荣(2003),阅读理解策略的教学设训—应用QARs后设认知技巧,教育资料与研究,(51),85-91.
19.郭静姿(1992)阅读理解训练方案对于增进高中学生阅读策略运用与后设认知能力之成效研究。师大教研所博士论文。
20.陈纯纯江艾谦王文秀(2006)阅读写作so easy.幼狮出版社,台北市。
21.曾祥芹、韩雪屏(1992)小学阅读教学的基本原理。河南教育出版社
22.曾陈密桃,(1990),国民中小学生的后设认知及其与阅读理解之相关研究。政大教研所博士论文。
23.杨芷芳(1994)小学不同后设认知能力儿童的阅读理解能力与阅读理解策略之研究。台中师院出教所硕士论文。
24.林清山译(1991),教育心理学认知取向。台北：远流
25.台湾教育部网站。引自https://read.moe.edu.tw/全国儿童阅读网。
26.刘汉初(1999)巫婆玛吉,摘自国立编译馆国语实验教材。
27.郑昭明(1993)认知心理学：理论与实践桂冠图书出版公司
28.亲子天下杂志,(2009,11,5)0-15岁阅读力实站关键
29.韩雪屏(2008)语文课程与教学研究文集。
30.黛安.古迪(2000)「我们的妈妈在哪里?」,上堤文化有限公司,台北市。
1.Allington, R. L. (1983), Fluency:The neglected goal, The Reading Teacher, 36,556-561.
2. Anderson& Pearson,1984.The Effects of Independent Reading on Reading Achievement.
3.Armbruster, B. B.& Anderson, T. H. (1984). Mapping:Representing informative text diagrammatically. In C. D.Holly,& D. F. Dansereau (Eds), Spatial learning strategies:Techniques, applications, and related issues. New York:Academic Press.
4.Barry, A. L. (2002). Reading strategies teachers say they use. Journal of Adolescent and Adult Literacy,46(2),132-141.
5.Bereiter, C,& Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2(2),131-156.
6.Bransford, J. D.,& Stein, B. S. (1993). The IDEAL problem solver:A guide for iimproving thinking learning and creativity(2th ed.). New York:W. H. Freeman.
7.Bruning, Schraw,和Ronning在1999年,Learning abstract statistics concepts using simulation.
8.Chall, J.S., Jacobs, V.A.,& Baldwin, L.E. (1990) The reading crisis:Why poor children fall behind. Cambridge, MA:Harvard University Press.
9.E.D.Gagne,C.W.Yekovich,&F.R. Yekovich(1998) The Cognitive Psychology of School Learning (2nd Ed.) Copyright (?) 1993 by Ellen D. Gagne, Carol Walker Yekovich, and Frank R. Yekovich.
10.Erikson (1950) Childhood and Society New York:Norton
11.Gagne, E. D., Yekovich, C. W,& Yekovich, F. R. (1993). The cognitive psychology of schooling learning (2 ed.). New York:HarperCollins.
12.Gambrell, L.B.&Almasi, J. F. [Eds.], (1996). Lively Discussions! Fostering Engaged Reading. International Reading Association
13.Gersten, R.,& Carnine, D. (1986). Direct instruction in reading comprehension. Educational Leadership,43,70-78
14.Glassr,W.(2000) Every student can succeed. Chatsworth, CA:the William Glasse Institute.
15.Goodman, K.S. (1996). On reading. Portsmouth, NH:Heinemann.
16.Gough, P.B. (1972). One second of reading. In Kavanagh, J.F.& Mattingley, I.G (Eds.), Language by Ear and by Eye. Cambridge, MA:MIT Press.
17.Harris, K. R.,& Pressley, M. (1991). The nature of cognitive strategy instruction:Interactive strategy construction. Exceptional Children,57, 392-404.
18.Johnson, D. W.& Johnson, F. P. (1991). Joining together:Group theory and group skills. Englewood Cliffs, New Jersey:Prentice-Hall, Inc.
19Just, M.A.,& Carpenter, P.A. (1980). A theory of reading:From eye fixations to comprehension. Psychological Review,87(4),329-354.
20.Karen Tankersley(2005) Literacy Strategies for Grades 4-12:Reinforcing the Treads of Reading By Karen Tankersley. Published by Association for Supervision and Curriculum Development(ASCD)
21.Laberge, D.,& Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology,6,293-323.
22.Lau, K. L.,& Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading,26(2),177-190.
23.Lurchins, A. S.1942 "Mechanization in problem solving" Psychological Monographs,54, No.248.
24.Mathewson, G C. (1994). Model of attitude influence upon reading and learning to read. In R. B. Ruddell& N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp.1431-1461). Newark, DE:International Reading Association.
25.Motimer Adler;Charles Van Doren (2003)着,郝明义朱衣译。如何阅读一本书。台湾商务出版社。
26.Ogle, D. M. Ogle, D. M. (1986). K-W-L:A Teaching Model That Develops Active Reading of expository Text. The Reading Teacher,39 (6),564-570.
27Paivio(1971)The Dual Nature of Mathematical Conceptions.
28.Palincsar, A. S.,& Brown, A. L. (1984).Reciprocal teaching of comprehension-fostering and omprehension-monitoring activities. Cognition and Instruction,1(2),117-175
29.Palincsar, A. S.,& Brown, A. L. (1984).Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction,1(2),117-175.
30.Palincsar, A. S.,& Klenk, L. (1992), Fostering literacy learning in supportive contexts, Journal of Learning Disabilities,25(4),211-225,229.
31.Palincsar, A.S. and Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction,1.2,117-175.
32.Paris, S. G, M. Y. Lipson, and K. K. Wixson.1983. "Becoming a strategic reader." Contemporary Educational Psychology.
33.Piaget,J.(1930). The Child Conception of Physical Causality.Translated from the French by Gabain,M., Routledge& Kegan Paul, London, (originally published,1946). London:Routledge& Kegan Paul, (originally published,1927).
34.Piaget,J.(1972). The principles of genetic epistemology. London:Routledge & Kegan Paul.
35.Pressley, M., Borkowski, J. G,& O'Sullivan, J. T. (1985), Children's metamemory and the teaching of memory strategies. In D. L. Forrest-Pressley, G. E. McKinnon,& T. G. Waller (Eds.),
36.Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A.,& Kurita, J. A. (1989). Strategies that improve children's memory and comprehension of text. The Elementary School Journal,90(1),3-32.
37.Robinson, Francis Pleasant. (1970) Effective study (4th ed.). New York: Harper& Row.
38.Rosenshine, B.V.(1980). Skill hierarchies in reading comprehension, In R.J. Spiro, B.C. Bruce& W.F. Brewer (Eds.), Theoretical Issues in Reading Comprehension.Hillsdale, N.J.:Erlbaum.
39.Shaywitz, S. (2003). Overcoming dyslexia:A new and complete science-based program for reading problems at any level (pp.59-89). New York:Knopf.
40.Sternberg,R.J. (1985). Beyond IQ:A triarchic theory of human intelligence. New York:Cambridge University press, p.320.
41.Tzeng, Y.& Chen, P. (2006). The effects of causal structure on levels of representation for Chinese children's narrative comprehension. Chinese Journal of Psychology,48(2),115-138.
42. Van Dijk, T. A. (1980). Macrostructures:An interdisciplinary study of global structures in discourse,interaction, and cognition. Hillsdale, NJ:Erlbaum.
82006年,PISA报告中阅读素养香港第三名,台湾第十六名。2009年,上海第一名,香港第三名,台湾第廿三名。香港参加过2001年PIRLS,由2001至2006,由十四名跃至第二名,进步36分,是进步最多国家之一；首次参加的台湾则名列廿二名。
9何琦瑜(2009)0-15岁阅读力实战关键。亲子天下杂志(特刊27号),台北市。P.835-40。
12 Bruning, Schraw,& Ronning(1999),Learning abstract statistics concepts using simulation.
13 Goodman, K.S. (1996). On reading. Portsmouth, NH:Heinemann.
14 Gough, P.B. (1972). One second of reading. In Kavanagh, J.F.& Mattingley, I.G (Eds.), Language by Ear and by Eye. Cambridge, MA:MIT Press.
15 Laberge, D.,& Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology,6,293-323.
16 Just, M.A.,& Carpenter, P.A. (1980). A theory of reading:From eye fixations to comprehension. Psychological Review,87(4),329-354.
17 van Dijk, T. A. (1980). Macrostructures:An interdisciplinary study of global structures in discourse,interaction, and cognition. Hillsdale, NJ:Erlbaum.
18 Mathewson, G. C. (1994). Model of attitude influence upon reading and learning to read. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp.1431-1461). Newark, DE:International Reading Association.
23 Gagne, E. D., Yekovich, C. W.,& Yekovich, F. R. (1993). The cognitive psychology of schooling learning (2 ed.). New York:HarperCollins.
24 Literacy Strategies for Grades 4-12:Reinforcing the Treads of Reading By Karen Tankersley. Published by Association for Supervision and Curriculum DevelopmentASCD)
卡伦·坦珂斯莉着,王琼常古永辉译(2008)教会学生阅读(策略篇)教育科学出版社,北京。
25 Piaget,J.(1972). The principles of genetic epistemology. London:Routledge& Kegan Paul.
26 Anderson& Pearson (1984).The Effects of Independent Reading on Reading Achievement.
27林清山译(1991),教育心理学认知取向。台北：远流
28 Glassr,W.(2000) Every student can succeed. Chatsworth, CA:the William Glasse Institute.
29胡永崇(2003)小学四年级阅读困难学生识字相关因素及不同识字教学策略之教学成效比较研究。屏东师院学报第十九期页177-216
30陈纯纯 江艾谦 王文秀(2006)阅读写作so easy.幼狮出版社,台北市。
31 Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A.,& Kurita, J. A. (1989). Strategies that improve children's memory and comprehension of text. The Elementary School Journal,90(1), 3-32.
32 Lurchins, A. S.1942 "Mechanization in problem solving" Psychological Monographs, 54, No.248.
33林建平(1997)。学习策略—理论与实务。台北市：五南图书出版公司。
34 Palincsar, A. S.,& Brown, A. L. (1984).Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction,1(2),117-175.
35 Bereiter, C,& Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction,2(2),131-156.
36曾祥芹、韩雪屏(1992)小学阅读教学的基本原理。河南教育出版社
37 Sternberg,R.J. (1985). Beyond IQ:A triarchic theory of human intelligence. New York: Cambridge University press, p.320.
38幸曼玲(1989)认知策略教学对国语科阅读理解效能之研究。国立台南师院学报,28期,271-312页
39张景媛(1990)：不同后设认知能力的大学生在学业成绩与认知适应上之差异。测验年刊,37辑,143-162。
40 Johnson, D. W.& Johnson, F. P. (1991). Joining together:Group theory and group skills. Englewood Cliffs, New Jersey:Prentice-Hall, Inc.
41 Pressley, M, Borkowski, J. G,& O'Sullivan, J. T. (1985), Children's metamemory and the teaching of memory strategies. In D. L. Forrest-Pressley, G. E. McKinnon,& T. G Waller (Eds.),
42郑昭明(1993)认知心理学：理论与实践桂冠图书出版公司
43 John Flavell (1976) Metacognition Theory
44庄启荣(2003),阅读理解策略的教学设训—应用QARs后设认知技巧,教育资料与研究,(51),85-91.
45 Gambrell, L.B.& Almasi, J. F. [Eds.], (1996). Lively Discussions! Fostering Engaged Reading. International Reading Association
46涂志贤(1998)：相互教学法对小学六年级学童国语科阅读理解。后设认知、自我效能影响之研究。国立高雄师范大学硕士论文。
47曾陈密桃,(1990),国民中小学生的后设认知及其与阅读理解之相关研究。政大教研所博士论文。
48 Harris, K. R.,& Pressley, M. (1991). The nature of cognitive strategy instruction:Interactive strategy construction. Exceptional Children,57,392-404.
49韩雪屏(2008)语文课程与教学研究文集。
50 Shaywitz, S. (2003). Overcoming dyslexia:A new and complete science-based program for reading problems at any level (pp.59-89). New York:Knopf.
51连启舜(2002)Rosenshine & Meister,(1994)
52 Gersten, R.,& Carnine, D. (1986). Direct instruction in reading comprehension. Educational Leadership,43,70-78
53 Palincsar, A.S. and Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction,1.2,117-175.
54 Palincsar, A. S.,& Klenk, L. (1992), Fostering literacy learning in supportive contexts, Journal of Learning Disabilities,25(4),211-225,229.
55 Rosenshine, B.V.(1980). Skill hierarchies in reading comprehension. In R.J. Spiro, B.C. Bruce & W.F. Brewer (Eds.), Theoretical Issues in Reading Comprehension.Hillsdale, N.J.:Erlbaum.
56 Bransford, J. D.,& Stein, B. S. (1993). The IDEAL problem solver:A guide for iimproving thinking learning and creativity(2th ed.). New York:W. H. Freeman.
57杨芷芳(1994) 小学不同后设认知能力儿童的阅读理解能力与阅读理解策略之研究。台中 师院出教所硕士论文。
58郭静姿(1992)阅读理解训练方案对于增进高中学生阅读策略运用与后设认知能力之成效研究。师大教研所博士论文。
59 PIRLS2006报告书。
60 Allington, R. L. (1983), Fluency:The neglected goal, The Reading Teacher,36,556-561.
61 Armbruster, B. B.& Anderson, T. H. (1984). Mapping:Representing informative text diagrammatically. In C. D.Holly,& D. F. Dansereau (Eds), Spatial learning strategies:Techniques, applications, and related issues. New York:Academic Press.
64吴明清,1991实验研究法。五南出版,台北市。
65 Erikson (1950) Childhood and Society New York:Norton
66 Piaget,J.(1930). The Child Conception of Physical Causality.Translated from the French by Gabain,M., Routledge& Kegan Paul, London, (originally published,1946). London:Routledge& Kegan Paul, (originally published,1927).
67 Paivio(1971)THE DUAL NATURE OF MATHEMATICAL CONCEPTIONS
68 Karen Tankersley(2005) Literacy Strategies for Grades 4-12:Reinforcing the Treads of Reading By Karen Tankersley. Published by Association for Supervision and Curriculum Development(ASCD)
69 Tzeng, Y.& Chen, P. (2006). The effects of causal structure on levels of representation for Chinese children's narrative comprehension. Chinese Journal of Psychology,48(2),115-138.
70恩斯特.扬德(2001)第五个。三之三文化事业,台北市。
71黛安.古迪(2000)我们的妈妈在哪里?,上堤文化有限公司,台北市。
72安东·德·圣修伯里(1994)小王子,晨星出版社,台中市。
74索博尔(2007)挑战2分钟推理2,马可出版社,台北市。
75和品正(2004)东巴常用字典。云南美术出版社。
76高敏丽[2008)小学阅读教学中摘要能力的解析及其教学策略。教师天地第154期2008年6月
78海文·欧瑞/文,北村悟/图(2000)生气的阿瑟。三之三出版社,台北市。
79柯华葳、陈冠铭(2004)。文章结构标示与阅读理解—以低年级学生为例。教育心理学报,36(2),185-200。
Raplecl,T.E.(1984).T(?)ing lea(?) about vo(?) of information for (?)ing confrelertion quations.Journal of Ruading 28,303-311
80邓艳文(2005)小班標学理念演讲稿
Robinson, Francis Pleasant. (1970年) Effective study (4th ed.). New York:Harper& Row.
82 Ogle, D. M. Ogle, D. M. (1986). K-W-L:A Teaching Model That Develops Active Reading of expository Text. The Reading Teacher,39 (6),564-570.
1.卡伦·坦珂斯莉着,王琼常古永辉译(2008)教会学生阅读(策略篇)教育科学出版社,北京
2.安东·德·圣修伯里(1994)小王子,晨星出版社,台中市。
3.吴明清(1991)实验研究法。五南出版,台北市。
4.何琦瑜(2009)0～15岁阅读力实战关键。亲子天下杂志(特刊27号),台北市。P.35-40。
5.和品正(2004)东巴常用字典。云南美术出版社。
6.幸曼玲(1989)认知策略教学对国语科阅读理解效能之研究。国立台南师院学报,28期,271-312页
7.林玫伶、李光华、卓美惠、陈纯纯、辜雅琳、方惠铃、王文秀、萧秀敏、叶铃琴、林梅珠(2007)。台北市中高年级学童阅读兴趣不足及阅读偏食情形之研究。台北市：台北市政府教育局。
8.林建平(1997)。学习策略—理论与实务。台北市：五南图书出版公司。
9.柯华葳、陈冠铭(2004)。文章结构标示与阅读理解—以低年级学生为例。
10.胡永崇(2003)小学四年级阅读困难学生识字相关因素及不同识字教学策略之教学成效比较研究。屏东师院学报第十九期页177-216
11.恩斯特.扬德(2001)第五个。三之三文化事业
12.海文·欧瑞/文,北村悟/图(2000)生气的阿瑟。三之三出版社,台北市。
13.涂志贤(1998)：相互教学法对小学六年级学童国语科阅读理解。后设认知、自我效能影响之研究。国立高雄师范大学硕士论文。
14.索博尔(2007)挑战2分钟推理2,马可出版社,台北市。
15.高敏丽(2008)小学阅读教学中摘要能力的解析及其教学策略。教师天地第154期2008年6月
16.张景媛(1990)：不同后设认知能力的大学生在学业成绩与认知适应上之差异。测验年刊,37辑,143-162。
17.教学心理学---学习的认知基础E.D.Gagne, C.W.Yekovich,& F.R. Yekovich着,岳修平译(1998),远流出版社
18.庄启荣(2003),阅读理解策略的教学设训—应用QARs后设认知技巧,教育资料与研究,(51),85-91.
19.郭静姿(1992)阅读理解训练方案对于增进高中学生阅读策略运用与后设认知能力之成效研究。师大教研所博士论文。
20.陈纯纯江艾谦王文秀(2006)阅读写作so easy.幼狮出版社,台北市。
21.曾祥芹、韩雪屏(1992)小学阅读教学的基本原理。河南教育出版社
22.曾陈密桃,(1990),国民中小学生的后设认知及其与阅读理解之相关研究。政大教研所博士论文。
23.杨芷芳(1994)小学不同后设认知能力儿童的阅读理解能力与阅读理解策略之研究。台中师院出教所硕士论文。
24.林清山译(1991),教育心理学认知取向。台北：远流
25.台湾教育部网站。引自https://read.moe.edu.tw/全国儿童阅读网。
26.刘汉初(1999)巫婆玛吉,摘自国立编译馆国语实验教材。
27.郑昭明(1993)认知心理学：理论与实践桂冠图书出版公司
28.亲子天下杂志,(2009,11,5)0-15岁阅读力实站关键
29.韩雪屏(2008)语文课程与教学研究文集。
30.黛安.古迪(2000)「我们的妈妈在哪里?」,上堤文化有限公司,台北市。
1.Allington, R. L. (1983), Fluency:The neglected goal, The Reading Teacher, 36,556-561.
2. Anderson& Pearson,1984.The Effects of Independent Reading on Reading Achievement.
3.Armbruster, B. B.& Anderson, T. H. (1984). Mapping:Representing informative text diagrammatically. In C. D.Holly,& D. F. Dansereau (Eds), Spatial learning strategies:Techniques, applications, and related issues. New York:Academic Press.
4.Barry, A. L. (2002). Reading strategies teachers say they use. Journal of Adolescent and Adult Literacy,46(2),132-141.
5.Bereiter, C,& Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2(2),131-156.
6.Bransford, J. D.,& Stein, B. S. (1993). The IDEAL problem solver:A guide for iimproving thinking learning and creativity(2th ed.). New York:W. H. Freeman.
7.Bruning, Schraw,和Ronning在1999年,Learning abstract statistics concepts using simulation.
8.Chall, J.S., Jacobs, V.A.,& Baldwin, L.E. (1990) The reading crisis:Why poor children fall behind. Cambridge, MA:Harvard University Press.
9.E.D.Gagne,C.W.Yekovich,&F.R. Yekovich(1998) The Cognitive Psychology of School Learning (2nd Ed.) Copyright (?) 1993 by Ellen D. Gagne, Carol Walker Yekovich, and Frank R. Yekovich.
10.Erikson (1950) Childhood and Society New York:Norton
11.Gagne, E. D., Yekovich, C. W,& Yekovich, F. R. (1993). The cognitive psychology of schooling learning (2 ed.). New York:HarperCollins.
12.Gambrell, L.B.&Almasi, J. F. [Eds.], (1996). Lively Discussions! Fostering Engaged Reading. International Reading Association
13.Gersten, R.,& Carnine, D. (1986). Direct instruction in reading comprehension. Educational Leadership,43,70-78
14.Glassr,W.(2000) Every student can succeed. Chatsworth, CA:the William Glasse Institute.
15.Goodman, K.S. (1996). On reading. Portsmouth, NH:Heinemann.
16.Gough, P.B. (1972). One second of reading. In Kavanagh, J.F.& Mattingley, I.G (Eds.), Language by Ear and by Eye. Cambridge, MA:MIT Press.
17.Harris, K. R.,& Pressley, M. (1991). The nature of cognitive strategy instruction:Interactive strategy construction. Exceptional Children,57, 392-404.
18.Johnson, D. W.& Johnson, F. P. (1991). Joining together:Group theory and group skills. Englewood Cliffs, New Jersey:Prentice-Hall, Inc.
19Just, M.A.,& Carpenter, P.A. (1980). A theory of reading:From eye fixations to comprehension. Psychological Review,87(4),329-354.
20.Karen Tankersley(2005) Literacy Strategies for Grades 4-12:Reinforcing the Treads of Reading By Karen Tankersley. Published by Association for Supervision and Curriculum Development(ASCD)
21.Laberge, D.,& Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology,6,293-323.
22.Lau, K. L.,& Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading,26(2),177-190.
23.Lurchins, A. S.1942 "Mechanization in problem solving" Psychological Monographs,54, No.248.
24.Mathewson, G C. (1994). Model of attitude influence upon reading and learning to read. In R. B. Ruddell& N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp.1431-1461). Newark, DE:International Reading Association.
25.Motimer Adler;Charles Van Doren (2003)着,郝明义朱衣译。如何阅读一本书。台湾商务出版社。
26.Ogle, D. M. Ogle, D. M. (1986). K-W-L:A Teaching Model That Develops Active Reading of expository Text. The Reading Teacher,39 (6),564-570.
27Paivio(1971)The Dual Nature of Mathematical Conceptions.
28.Palincsar, A. S.,& Brown, A. L. (1984).Reciprocal teaching of comprehension-fostering and omprehension-monitoring activities. Cognition and Instruction,1(2),117-175
29.Palincsar, A. S.,& Brown, A. L. (1984).Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction,1(2),117-175.
30.Palincsar, A. S.,& Klenk, L. (1992), Fostering literacy learning in supportive contexts, Journal of Learning Disabilities,25(4),211-225,229.
31.Palincsar, A.S. and Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction,1.2,117-175.
32.Paris, S. G, M. Y. Lipson, and K. K. Wixson.1983. "Becoming a strategic reader." Contemporary Educational Psychology.
33.Piaget,J.(1930). The Child Conception of Physical Causality.Translated from the French by Gabain,M., Routledge& Kegan Paul, London, (originally published,1946). London:Routledge& Kegan Paul, (originally published,1927).
34.Piaget,J.(1972). The principles of genetic epistemology. London:Routledge & Kegan Paul.
35.Pressley, M., Borkowski, J. G,& O'Sullivan, J. T. (1985), Children's metamemory and the teaching of memory strategies. In D. L. Forrest-Pressley, G. E. McKinnon,& T. G. Waller (Eds.),
36.Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A.,& Kurita, J. A. (1989). Strategies that improve children's memory and comprehension of text. The Elementary School Journal,90(1),3-32.
37.Robinson, Francis Pleasant. (1970) Effective study (4th ed.). New York: Harper& Row.
38.Rosenshine, B.V.(1980). Skill hierarchies in reading comprehension, In R.J. Spiro, B.C. Bruce& W.F. Brewer (Eds.), Theoretical Issues in Reading Comprehension.Hillsdale, N.J.:Erlbaum.
39.Shaywitz, S. (2003). Overcoming dyslexia:A new and complete science-based program for reading problems at any level (pp.59-89). New York:Knopf.
40.Sternberg,R.J. (1985). Beyond IQ:A triarchic theory of human intelligence. New York:Cambridge University press, p.320.
41.Tzeng, Y.& Chen, P. (2006). The effects of causal structure on levels of representation for Chinese children's narrative comprehension. Chinese Journal of Psychology,48(2),115-138.
42. Van Dijk, T. A. (1980). Macrostructures:An interdisciplinary study of global structures in discourse,interaction, and cognition. Hillsdale, NJ:Erlbaum.