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A comparison of three read-aloud methods with children’s picture books in the Turkish language context: Just reading, performance based reading, and interactional reading
Studies in Educational Evaluation ( IF 2.704 ) Pub Date : 2021-01-07 , DOI: 10.1016/j.stueduc.2020.100974
Behlul Bilal Sezer , Fatih Cetin Cetinkaya , Dudu Kaya Tosun , Kasim Yildirim

This study compared the effects of three different read-aloud methods on text reading fluency and reading comprehension. The sample included a total of 152 first-grade and third-grade students. The data were collected by evaluating students' text reading fluency and reading comprehension levels. The analyses showed that while the first graders’ text reading fluency scores did not vary by the read-aloud methods, the first graders’ reading comprehension varied by the read-aloud methods in favor of the group practicing just reading. This result would be important for first-grade students’ teachers. However, the findings from the third graders indicated that neither their text reading fluency nor their reading comprehension levels varied by the read-aloud method. The results of this study provide evidence on the effectiveness of three different read-aloud methods on reading fluency and reading comprehension in the Turkish language context, which is more orthographically transparent than the English language.



中文翻译:

土耳其语语境中三种朗读方法与儿童图画书的比较:仅阅读,基于表现的阅读和互动式阅读

这项研究比较了三种不同的朗读方法对文本阅读流畅度和阅读理解的影响。样本共包括152名一年级和三年级学生。通过评估学生的文本阅读流畅度和阅读理解水平来收集数据。分析表明,虽然一年级学生的文本阅读流利度分数不因朗读方法而异,但一年级学生的阅读理解因朗诵法而异,有利于练习阅读的小组。这个结果对一年级学生的老师很重要。但是,三年级学生的发现表明,朗读方法不会使他们的文本阅读流畅度和阅读理解水平发生变化。

更新日期:2021-01-08
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