英語成為國際之間交流的重要語言，因此家長對學生學習英語日益重視。本研究探索引導閱讀教學法，如何提升六名國小六年級學童的英語能力。研究參與者來自新竹市都市區的課後安親班。引導閱讀教學法係以一小組約十位以下，教學擁有相似語言程度的學生。閱讀教材應挑選符合學生閱讀程度，以便學生以既有的知識，輔助學習新知。課堂間進行閱讀教學、討論及其他延伸活動，以增進其語言能力，並達到獨立閱讀的能力。本質性研究是單組前後測，研究目的係以探討引導式英文閱讀教學，對研究參與者音素覺識、單字量、口語表達、英語朗讀及理解之效益。前後測驗包含120英文單字字義選擇題、120英文單字字音測驗、朗讀正確率、朗讀流利度、繪本閱讀理解，以便搜集並分析參與者教學前、後之研究數據。研究工具以十本英語繪本，以口述故事指導、識字練習、劇情討論，進行為期十四堂完整有計劃的引導式閱讀教學。研究資料搜集來源包含前後測驗、訪談、延伸活動學習單，希望透過不同面向更加瞭解教學現場，並從每堂教學記錄與各項資料內容，調整教學策略。研究結果發現參與者的單字量、口語表達、英語朗讀及理解皆有進步、提升。總結而言，此研究希望能解釋引導閱讀教學法是如何影響學生的英文學習。

English learning is important to non-native English speakers around the world. This study aimed to explore the effects of guided reading instruction on sixth graders attending afterschool English programs. The participants of the research were sixth graders from an urban district attending afterschool English programs in Hsinchu City, Taiwan. Both qualitative and quantitative data were collected for the research. The research purpose was to study the effects of guided reading instruction for English as a foreign language (EFL) students on word power, reading comprehension, and oral performance. The researcher collected and analyzed the research data from the participants’ pretests and posttests. The quantitative data included a 120-word recognition test, a 120-word pronunciation test, reading accuracy, reading fluency, and reading comprehension. The research tools were designed as 10 specific picture books taught in a 14-lesson course with oral storytelling, literacy exercises, plot discussions, and extended activities for full and planned guided reading instruction during the study. The qualitative data included responses to five open-ended interview questions. The results showed that the participants’ word power, oral performance, and reading comprehension improved after the lessons. To conclude, this study may help explain how guided reading instruction can increase EFL learners’ English skills.

TABLE OF CONTENTS

CHAPTER ONE
Introduction…………………………………………………………………………..1
Background of Research……………………………..………………………..1
Global Movement of Literacy and English Learning…………….........1
English Learning Policies in Asian Countries…………...…………….1
Purpose and Motivation of Research…………………….…………………….9
Research Questions…………………………………………………………..10

CHAPTER TWO
Literature Review…………………………………….……………….…………….11
Origin of Guided Reading Instruction………………………………………..11
Shared Book Experience…………………………………………..…11
Three Features of Shared Book Experience Procedure………………11
What is Guided Reading Instruction?…………………………………..……12
Definitions of Guided Reading Instruction…………………………..12
Goal of Guided Reading Instruction……………………………...….13
Six Advantages of Guided Reading Instruction……………...………14
Small Groups……………………………………………………...….14
Leveled Books………………………………………………………..15
Reading Comprehension Strategies……………………………….….16
Benefits of Guided Reading Instruction………………..…………………….18
Word Power……………………………………...……………….…..18
Reading Accuracy………………………………...…………………..25
Reading Fluency…………………………………..………………….26
Reading Comprehension………………………….………………….28
Teaching Strategies of Guided Reading Instruction……….…………………28
Stage 1 Before Reading………………………………………………29
Stage 2 During Reading…………………………...…………………29
Stage 3 After Reading…………………………….…………………..29
Empirical Studies…………………………………………………………….31

CHAPTER THREE
Methodology………………….……………..…………………….…………………37
Research Approach…………………………...…………….………………..37
Research Participants……………………………………….………………..37
Research Setting……………………………….……………………………..38
Research Timeline……………………………………………………………39
Research Procedure Phases…………………………………………………..40
Preparation Phase…………………………………………………….40
Data Collection Phase………………………………………………41
Data Analysis Phase……………………….…………………………41
Research Tools………………………………………..………………………43
Picture Books Used in Study…………………………………………43
Lesson Plan and Activity Designs………………...………………….46
Data Collection…………………………………………...…………………..46
Word Power Test…………………………………..…………………46
Running Records……………………………………………………..47
Reading Comprehension Test……………………….………………..47
Participants’ Interview……………….………………………………49
Data Analysis…………………………………………………………………50
Microsoft Excel……………………………………...……………….50
Data Collection and Analysis Corresponding to Research Question…54

CHAPTER FOUR
Findings……………………….……………………………………………………..55
Word Power Test……………………………………………………………..55
120-Word Recognition Test……………………………….………….55
120-Word Pronunciation Test……………………………...…………59
Oral Performance…………………………………………………...………..65
Reading Accuracy and Word Error Analysis………………...……….66
Participants’ Reading Accuracy Rate and Word Errors……75
Reading Fluency………………………………………………...…..108
Reading Comprehension Test……………..………….……..…………..…..110
Participants’ Interview……………..…………..……………………………115

CHAPTER FIVE
Discussion………………………………………….………….……………………128
Word Power Test………………………………………...…………….……128
Word Recognition.…………………………………. ………………128
Word Pronunciation………………………………...……………….131
Oral Performance………………………………………...…………..……..132
Reading Accuracy…………………………………………………...132
Reading Fluency……………………………………………….……133
Reading Comprehension Test……………..………………..………….……134

CHAPTER SIX
Conclusion……………..………………….……………………....………..………139
Summary of the Conclusion………………...……………..………………..139
Effects of Guided Reading Instructions on Word Power…………..139
Effects of Guided Reading Instructions on Oral Performance……...140
Effects of Guided Reading Instructions on Reading Comprehension141
Implications………………………………………………..………………..141
Research Limitations……………………………………….……………..142

REFERENCES……………………………………………………….……………144
APPENDIXES……………………………………………………….………….…152
Appendix A…………………………………………………...…………….152
Appendix B………………………………………………………………….153
Appendix C………………………………………………………………….158
Appendix D…………………………………………………..………….…164
Appendix E…………………………………………………….……………170
Appendix F……………………………………………………………….…203
Appendix G…………………………………………………...………….…208
Appendix H…………………………………………………...…………….266
Appendix I…………………………………………………….…………….268
Appendix J…………………………………………………….…………….271

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