安東尼布朗的繪本結合閱讀理解策略輔助國小六年級學生在高層次思考能力的發展

簡易檢索 / 詳目顯示

回結果列表

研究生：	黃淑意 Huang, Shu-I
論文名稱：	安東尼布朗的繪本結合閱讀理解策略輔助國小六年級學生在高層次思考能力的發展 Integrating Anthony Browne’s Picture Books with Reading Comprehension Strategies to Facilitate EFL Sixth Graders’ Higher-order Thinking Skills
指導教授：	周秋惠 Chou, Chiou-Hui
口試委員:	楊榮蘭 Yang, Rong-Lan 程小芳 Cheng, Hsiao-Fang
學位類別：	碩士 Master
系所名稱：	竹師教育學院 - 英語教學系 English Instruction
論文出版年：	2022
畢業學年度：	110
語文別：	英文
論文頁數：	188
中文關鍵詞：	繪本教學、閱讀理解、高層次思考能力
外文關鍵詞：	picture books, reading comprehension, higher-order thinking skills
相關次數：	點閱：1 下載：0
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

閱讀其實是各科學科學習的基礎，若學童能培養好的閱讀習慣，對於未來英語學習之路上，不只能累積知識外，也能奠定基本的讀寫能力。本研究所使用Anthony Browne的繪本，目的在增加學童的閱讀興趣，並累積他們的知識，進而幫助學童擁有高層次思考的能力。本計畫於新竹市一所小學來進行教學，課程中所使用的教學媒材Anthony Browne的英語繪本。課堂上將教授不同的閱讀策略，來探究學生在高層次思考能力的發展。本研究共有25名國小六年級學生參與，接受為期八週的英語繪本教學。研究開始前，學生先要完成前測的學習單。研究過程中，學生會完成八張學習單。學習單的部分包括低層次和高層次思考的問題。在研究結束之前，受試者會要完成一張後測的學習單，以及填寫一張課堂調查表。本研究收集的資料包括前後測、學生的學習單、教學日誌以及課堂調查表，分析的方式採質量並行的混合研究方式進行分析。最後研究的結果發現，結合Anthony Browne的繪本教學，是可以輔助學生在高層次思考能力的發展，尤其是在創造力的高層次思考上進步最顯著。

Reading is the foundation of learning in various kinds of subjects. If students can cultivate good reading habits, they will not only accumulate knowledge but also build up a foundation for reading and writing skills to learn English in the future. The aim of this study is to explore the effect of integrating Anthony Browne’s picture books with reading comprehension strategies to facilitate sixth graders’ higher-order thinking skills. The participants of the study were a class of 25 sixth graders in an elementary school in Hsinchu city. The study lasted for eight weeks, and eight picture books were selected as teaching for instruction. The instruments were the pre-test and post-test, worksheets, researcher’s journal and class survey. During the study, the participants finished eight worksheets, which included lower-order thinking skills and higher-order thinking skills. In order to enhance participants’ reading comprehension, reading strategies were used during eight weeks of picture books teaching. This study was the mixed methods approach. The quantitative data were collected from students’ worksheets and the results of the pre-test and post-test, and qualitative data were collected from the researcher’s journal and the class survey. The findings of the study showed that integrating Anthony Browne’s picture books with reading comprehension strategies facilitated students’ higher-order thinking skills.

Abstract...........................................................i
Chinese Abstract...................................................ii
Acknowledgements...................................................iii
Table of Contents..................................................iv
List of Tables....................................................viii
List of Figures....................................................xi
CHAPTER ONE
Introduction........................................................1
Background..........................................................1
Purpose of the study................................................4
Research questions..................................................5
Significance of the study...........................................5
CHAPTER TWO
Literature Review...................................................7
Reading Comprehension...............................................7
Definition..........................................................7
The strategies incorporated into reading comprehension..............8
The empirical studies of reading comprehension......................9
Summary............................................................13
Higher-order Thinking..............................................13
Definition.........................................................13
Benefits of higher-order thinking..................................15
Picture Books......................................................16
Definition.........................................................16
Picture books in the classroom.....................................16
The empirical studies of picture books.............................18
Summary............................................................22
Anthony Browne’s Picture Books.....................................23
Summary............................................................24
CHAPTER THREE
Methodology........................................................25
Participants.......................................................25
Teaching Materials.................................................26
Books used in the study............................................26
Book used in the study for the pre-test and post-test..............36
Reading strategies used in the study...............................38
Reading strategies used in the eight picture books.................40
Lower-order Thinking and Higher-order Thinking incorporated into the study..............................................................42
Approach...........................................................44
Design of the study................................................44
Data Collection....................................................45
The instruments....................................................45
Data Analysis......................................................47
The worksheet for How Do You Feel..................................48
The worksheet for The Little Bear Book.............................48
The worksheet for My Mom...........................................48
The worksheet for Frida and Bear...................................48
The worksheet for Changes..........................................48
The worksheet for Me and You.......................................48
The worksheet for Through the Magic Mirror.........................49
The worksheet for Willy’s Pictures.................................49
The worksheet for My Dad for the pre-test and post-test............49
The Researcher’s Journal for Each Week.............................58
The Class Survey...................................................58
CHAPTER FOUR
Findings...........................................................59
Pre-test and Post-test Performance for My Dad......................59
Participants’ Performance on Lower-order Thinking and Higher-order Thinking...........................................................68
Week 1: How Do You Feel............................................69
Week 2: The Little Bear Book.......................................70
Week 3: My Mom.....................................................71
Week 4: Frida and Bear.............................................73
Week 5: Changes....................................................75
Week 6: Me and You.................................................76
Week 7: Through the Magic Mirror...................................78
Week 8: Willy’s Pictures...........................................80
Participants’ Performance in the Creating Level....................88
The Researcher’s Teaching Journal.................................104
The journal of the first lesson...................................104
The journal of the second lesson..................................105
The journal of the third lesson...................................108
The journal of the fourth lesson..................................110
The journal of the fifth lesson...................................112
The journal of the sixth lesson...................................115
The journal of the seventh lesson.................................118
The journal of the eighth lesson..................................122
Results of the Class Survey.......................................126
Participants’ thoughts on the eight picture books.................126
Participants’ favorite picture books and reasons why..............135
Participants’ opinions about teaching with picture books..........137
CHAPTER FIVE
Discussion........................................................140
Developing Thinking Skills from Lower-order Thinking to Higher-order Thinking..........................................................140
Participants’ performance on lower-order thinking skills..........141
Participants’ performance on higher-order thinking skills.........144
Using Reading Strategies for Reading Comprehension................149
Anthony Browne’s Picture Books with Reading Comprehension on Developing Higher-order Thinking Skills...........................153
CHAPTER SIX
Conclusion and Implications.......................................156
Conclusion........................................................156
Effects of Anthony Browne’s picture books on higher-order thinking skills............................................................156
Effects of Anthony Browne’s picture books with reading comprehension strategies on developing higher-order thinking skills.............158
Implications......................................................159
Limitations.......................................................160
REFERENCES........................................................161
APPENDIX A........................................................169
APPENDIX B........................................................170
APPENDIX C........................................................171
APPENDIX D........................................................172
APPENDIX E........................................................174
APPENDIX F........................................................175
APPENDIX G........................................................177
APPENDIX H........................................................178
APPENDIX I........................................................181
APPENDIX J........................................................183
APPENDIX K........................................................185
APPENDIX L........................................................187

                                

Basar, M., & Gürbüz, M. (2017). Effect of the SQ4R Technique on the Reading Comprehension of Elementary School 4th Grade Elementary School Students. International Journal of Instruction, 10(2), 131-144.
Bianquin, N., & Sacchi, F. (2017). More than Just Pictures: Using Picture Books to Broaden Young Learners’ Disability Understanding. In Multidisciplinary Digital Publishing Institute Proceedings (Vol. 1, No. 9, p. 890).
Bland, J. (2010). Using pictures and picture books to create readers and thoughtful readings. Humanising Language Teaching. Retrieved from https://www.researchgate.net/profile/Janice_Bland/publication/49588521_Using_Pictures_and_Picture_Books_to_Create_Readers_and_Thoughtful_Readings/links/54788a0e0cf2a961e48778fc/Using-Pictures-and-Picture-Books-to-Create-Readers-and-Thoughtful-Readings.pdf
Burke, A., & Peterson, S. (2007). A multidisciplinary approach to literacy through
picture books and drama. English Journal, 26(3), 74-79.
Butler, Y. G. (2015). English language education among young learners in East Asia: A review of current research (2004-2014). Language Teaching, 48(3), 303-342.
Callow, J. (2008). Show me: Principles for assessing students' visual literacy. The Reading Teacher, 61(8), 616-626.
Chavarro, J. R. (2017). Effects of using picture storybooks in reading comprehension. Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3179/TE-21111.pdf?sequence=1&isAllowed=y
Chen, H. C. (2016). The Effect of English Picture Book Teaching In Elementary School On English Learning Achievement. (Master Thesis, Ming Chuan University). https://hdl.handle.net/11296/7we583
Chen. H. H., & Yang, Y. C. (2015). EFL students’ perceptions of top-down and bottom-up reading strategies and reading comprehension.
Chen, H. L., & Huang, H. Y. (2017). Advancing 21st Century Competencies in Taiwan. Center for Global Education. https://asiasociety.org/files/21st-century-competencies-taiwan.pdf
Chern, C. I. (2010). An overview of English language education at primary level in Taiwan. http://www.gavo.t.u-tokyo.ac.jp/L2WS2010/papers/L2WS2010_S-03.pdf
Chiu, M. H. (2018). The Effects of English Picture Books of Teaching on Word Recognition and Reading Attitude of Second Graders. (Master Thesis, Tung Hai University). https://hdl.handle.net/11296/5b9f9y
Chou, C. H. (2019). Prospective TEYL teachers and teacher education: A study of teacher supervision. In S. Zein & S. Garton (Eds.), Early language learning and teacher education, (pp.119-139). United States of America, USA: Blue Ridge Summit.
Crystal, D. (1997). English as a global language. 2nd ed., pp. 1-10. Cambridge University Press.
Dysgu, A. (2012). Through the Magic Mirror: The World of Anthony Browne. National Museum Cardiff. https://museum.wales/media/23148/anthony_browne_learning.en.pdf
Elley, W. (1991). Acquiring literacy in a second language: the effect of book-based programs. Language Learning, 41(3), 375-411.
Fountas, I. C., & Pinnell, G. S. (2012). Guided reading: The romance and the reality. The Reading Teacher, 66(4), 268-284.
Gilakjani, A. P., & Sabouri, N. B. (2016). How can students improve their reading comprehension skill. Journal of Studies in Education, 6(2), 229-240.
Grundvig, V. (2012). Can picture books in the English classroom lead to increased reading comprehension? (Master's thesis). https://hiof.brage.unit.no/hiof-xmlui/bitstream/handle/11250/147998/Grundvig2.pdf?sequence=2
Hateley, E. (2009). Magritte and cultural capital: The surreal world of Anthony Browne. The Lion and the Unicorn, 33(3), 324-348.
Higher Order Thinking Schools. (2015). Strong arts integration democratic practice. Department of Economic and Community Development. http://higherorderthinkingschools.org/about/theory-practice#d1721
Hosseini, E., Khodaei, F. B., Sarfallah, S., & Dolatabadi, H. R. (2012). Exploring the relationship between critical thinking, reading comprehension and reading strategies of English university students. World Applied Sciences Journal, 17(10), 1356-1364.
Jenkins, J. (2009). World Englishes: A resources book for students (2nd ed.). London: Routledge.
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133.
Joosen, V. (2015). “‘Look More Closely,’Said Mum”: Mothers in Anthony Browne’s Picture Books. Children's Literature in Education, 46(2), 145-159.
Karimian, Z., & Talebinejad, M. R. (2013). Students. Use of Translation as a Learning Strategy in EFL Classroom. Journal of Language Teaching and Research, 4(3), 605-610.
King, F. J., Goodson, L., & Rohani, F. (2012). Higher order thinking skills: Definition, teaching strategies and assessment. Educational Services Program.1-177.
Kovač, S. N. (2016). Picture books in educating teachers of English to young learners. CLELE journal–Children’s Literature in English Language Education, 4(2), 6-26.
Lee, C. R. (2015). The effects of scaffolding on English Reading Comprehension: A Case in EFL Elementary Students in Taiwan. Ming Chuan University. National Digital Library of Theses and Dissertations in Taiwan.
Lee, C. Y. (2016). The effects of applying learning community to English reading comprehension and peer interaction of the fourth graders. Taiwan: University of Kang Ning. Tainan. National Digital Library of Theses and Dissertations in Taiwan.
Lin, R. (2012). A Study of Creative Thinking for Children's Picture Book Creation. IERI Procedia, 2(1), 36-42.
Liu, G. (2006). Exploring the influence of western picture books on Chinese elementary
students’ vocabulary gains, story-retelling abilities, and attitudes toward English
language learning. Doctoral Dissertation, Pennysylvania.
Liu, W. T. (2014). The effect of the use of graphic organizers on EFL sixth graders’ English reading comprehension in Taiwan. Southern Taiwan University of Science and Technology. National Digital Library of Theses and Dissertations in Taiwan.
Mainali, B. P. (2012). Higher order thinking in education. Academic Voices: A Multidisciplinary Journal, 2(1), 5-10.
McElvain, C. M. (2010). Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33(2), 178-205.
McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276-282.
Ministry of Education. (2014). Curriculum guidelines of 12-year basic education: General guidelines. MOE.
Mourão, S. (2003). Using stories in the primary classroom. In F. O’Chonnell (Ed.), Britain: Using literature in EFL classroom, (pp.17-26). London: British Council.
Mourão, S. (2013). Understanding response to picture books. Encuentros, 22, 98-114.
Mourão, S. (2016). Picture books in the Primary EFL Classroom: Authentic Literature for an Authentic Response. Children’s Literature in English Language Education Journal, 4(1), 25-43.
Murris, K., & Ranchod, V. (2015). Opening up a philosophical space in early literacy with Little Beauty by Anthony Browne and the movie King Kong. Reading & Writing-Journal of the Reading Association of South Africa, 6(1), 1-10.
Nicholas, J. L. (2007). An exploration of the impact of picture book illustrations on the comprehension skills and vocabulary development of emergent readers. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.94.9399&rep=rep1&type=pdf
Panda, I. (2019). The Power of Pictures: An Analysis of Anthony Browne’s Picture Books. https://ivypanda.com/essays/the-power-of-pictures-an-analysis-of-anthony-brownes-picture-books-critical-writing/
Parker, H. (2019). Exploring seventh-graders’ interpretations of Anthony Browne’s picture Books Zoo: A case study. University of Tartu Department of English Studies, 1-62.
Scharer, P. L., Pinnell, G. S., Lyons, C., & Fountas, I. (2005). Becoming an engaged reader. Educational Leadership, 63(2), 24-29.
Scharlach, T. D. (2008). START comprehending: Students and teachers actively reading text. The Reading Teacher, 62(1), 20-31.
Senokossoff, G. W. (2013). Picture Books Are For Little Kids, Aren’t They? Using Picture Books with Adolescent Readers to Enhance Literacy Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 52(3), 2.
Setyarini, S. (2019). Higher Order Thinking Skills in Storytelling for Teaching English to Junior High School Students: A shortcut to fulfill learning objectives of 21st century. In Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018) (pp. 214-217). Atlantis Press.
Shin, J., & Kim, H. R. (2017). Teaching primary English literacy through genre-based writing using picture book biographies, English 21, 30(3), 247-272.
Sipe, L. (2000). The construction of literary understanding by first and second graders in
oral response to picture storybook read-alouds. Reading Research Quarterly, 35(2), 252-
275.
Sipe, L. & Bauer, J. (2001). Urban kindergarteners’ literary understanding of picture
storybooks. The New Advocate, 14(4), 329-342.
Sipe, L. R. (2001). Picture books as aesthetic objects. Literacy, Teaching and Learning, 6(1), 23.
Sipe, L. R., & McGuire, C. E. (2006). Picturebook endpapers: Resources for literary and aesthetic interpretation. Children's Literature in Education, 37(4), 291-304.
Stephens, J. (2005). Analysing texts: linguistics and stylistics. In P. Hunt (ed), Understanding children’s literature (pp. 73-85). New York: Routledge.
Teaching Anthony Browne. (n.d). https://moodle.ruhr-uni-bochum.de/m/pluginfile.php/68470/mod_resource/content/0/Duncan_teaching_Anthony_Browne.pdf
Tikhonova, E., & Kudinova, N. (2015). Sophisticated thinking: Lower order thinking skills. Education and Educational Research, 2(1), 2-9.
Tu, C. Y. (2017). A Study of Inference Making and Summarizing Strategy Instruction with English Picture Books Reading for Junior High School Students. (Master Thesis, Ming Chuan University). https://hdl.handle.net/11296/9a4nnw
Ulu, M. (2017). The effects of reading comprehension and problem solving strategies on classifying elementary 4th grade students with high and love problem solving success. Journal of Education and Training Studies, 5(6), 44-63.
Uysal, P., & Bilge, H. (2018). An investigation on the relationship between reading fluency and level of reading comprehension according to the type of texts. International Electronic Journal of Elementary Education, 11(2), 161-172.
Wang, K. H. (2019). An Action Research of Picture Books Teaching on lower-grade Students to improve Writing Ability and Reading Motivation. (Master Thesis, Ming Chuan University). https://hdl.handle.net/11296/5z3uc4
Wang, W. M. (2011). The effect of repeated reading instruction on oral reading fluency and its impact on reading comprehension of grade 5 English language learners (Order No. 3471041). Available from Education Database. (887702488). https://search-proquest-com.nthulib-oc.nthu.edu.tw/docview/887702488?accountid=14427
Weeks, E. (2013). The power of pictures: The role of picture books in the development of young learners. https://ufdcimages.uflib.ufl.edu/IR/00/00/36/37/00001/Weeks,%20Elaine%20(final).pdf
Weih, T. G. (2018). Teaching Reading Comprehension to Students in Grades 4-6. Online Submission. https://files.eric.ed.gov/fulltext/ED590429.pdf
Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann Educational Books Inc.
Weng, C. Y. (2007). The perspective of primary school English teachers in using picture books. http://dml.npust.edu.tw/ezfiles/35/1035/img/1068/131431896.pdf
Yang, H. C. (2009). Improving phonological awareness and reading through rhyme picture books for EFL elementary school students Available from ERIC. (851225315; ED513835). https://search-proquest-com.nthulib-oc.nthu.edu.tw/docview/851225315?accountid=14427
Yang, L. C. (2006). Recognizing the narrative art of a picture book: Word-and-Image interactions in Anthony Browne’s Gorilla. Journal of Taipei Municipal University of Education, 37(1), 1-16.
Yen, T. S., & Halili, S. H. (2015). Effective teaching of higher order thinking (HOT) in education. The Online Journal of Distance Education and e-Learning, 3(2), 41-47.
Yeom, E. Y. (2018). How Visual Thinking Strategies Using Picture Book Images Can Improve Korean Secondary EFL Students’ L2 Writing. English Teaching, 73(1), 23-47.
Yu, T. Y. (2019). An Action Research of Applying English Picture Books to Enhance Students’ English Core Competencies in Elementary School. (Master Thesis, National University of Tainan). https://hdl.handle.net/11296/8a6dcw
Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive?. Journal of the Learning Sciences, 12(2), 145-181.

簡易檢索 / 詳目顯示

相關論文