本研究探討將閱讀教學活動融入國小三年級英語課堂，並檢視其對學生口語閱讀流暢度的成效。本研究所使用的閱讀教學活動包含視覺字(sight words)教學活動、語音意識(phonological awareness)培養活動及故事朗讀活動，目的為促進學生擴充視覺詞字庫及培養語音意識以達到提升口語閱讀流暢度的成效。本研究共有21名國小三年級學生參與，接受為期十週的英語閱讀活動教學課程，利用每週兩節的英語課進行教學，十週的課程活動包含視覺字列表朗誦、視覺字賓果活動、視覺字說說看活動、視覺字小書製作、單字聽和圈活動、單字聽和拼、單字說說看活動和故事朗讀活動。在研究開始前會對參與學生施測一次閱讀行為紀錄(running records)測驗和閱讀表達程度(reading expression)測驗作為前測了解學生的口語閱讀流暢程度，接著進行十週的閱讀活動教學課程，教學過程中研究者會撰寫觀察筆記，紀錄課程中教學情形與學生的學習狀況，課程結束後進行後測來了解學生經過十週課程後的轉變，並在後測結束後發下問卷請學生填寫，以了解學生對於研究中實施的閱讀活動的喜好程度以及學生自身對閱讀活動成效的感受。本研究蒐集分析的資料包含兩次閱讀行為紀錄測驗、研究者觀察紀錄及問卷調查，採取質量並行的混和研究方式進行分析，以探究研究中的閱讀活動對學生口語閱讀流暢度的影響。

The purpose of this study was to investigate the influence of reading activities on oral reading fluency. The reading activities used in the study included sight-word, phonological awareness, and read-aloud activities. The sight-word activities focused on Fry’s First 100 Instant Words and aimed to familiarize students with the 100 sight words. The phonological awareness activities aimed to enhance students’ phonological awareness and ability to “sound out” words. The read-aloud activities were employed to provide opportunities for students to read orally. The study participants included 21 third graders of a class selected by the researcher to improve their oral reading fluency. The researcher used two periods of English classes per week to implement the reading activities, and the lessons lasted for ten weeks. The instruments in this study included two running record tests, a questionnaire, and the researcher’s observation notes. The quantitative data collected from the running records tests were analyzed to compare students’ oral reading performance before and after the instruction. The qualitative data collected from the questionnaire and the observation notes were categorized into themes to explore the influence of reading activities on students’ oral reading fluency.

CHAPTER 1 1
Introduction 1
Background 1
Purpose of the Study 3
Research Questions 3
CHAPTER 2 5
Literature Review 5
Oral Reading Fluency 5
Accuracy 6
Speed 7
Expression 10
Sight Words 12
Phonological Awareness 16
Read-aloud 17
Running Records 18
The Empirical Studies 22
CHAPTER 3 27
Methodology 27
Approach 27
Context and Participants 28
Research Design 29
Ten Weeks of Lessons 29
Teaching Materials and Activities 33
Data Collection 39
The Data Collection Procedure 39
The Instruments 40
Data Analysis 44
Running Records 44
Reading Expression Rubrics 45
Observation Notes 45
Questionnaire 45
Reliability and Validity 46
Ethical Concerns 46
CHAPTER 4 47
Findings 47
Oral Reading Accuracy Rate Results 47
Oral Reading Accuracy Rate 47
Oral Reading Speed Results 49
WCPM 49
Oral Reading Expression Results 50
Oral Reading Expression Test Results 50
Interrater Reliability 53
Questionnaire Results 53
Likert-type Questions 53
Open-Ended Questions 54
Sight-Word Reading Accuracy Rate 59
Observation Notes 62
Observation Notes from Lesson 1, Week 1 62
Observation Notes from Lesson 2, Week 1 63
Observation Notes from Lesson 1, Week 2 64
Observation Notes from Lesson 2, Week 2 65
Observation Notes from Lesson 1, Week 3 66
Observation Notes from Lesson 2, Week 3 67
Observation Notes from Lesson 1, Week 4 69
Observation Notes from Lesson 2, Week 4 69
Observation Notes from Lesson 1, Week 5 70
Observation Notes from Lesson 2, Week 5 71
Observation Notes from Lesson 1, Week 6 72
Observation Notes from Lesson 2, Week 6 73
Observation Notes from Lesson 1, Week 7 74
Observation Notes from Lesson 2, Week 7 75
Observation Notes from Lesson 1, Week 8 75
Observation Notes from Lesson 2, Week 8 76
Observation Notes from Lesson 1, Week 9 77
Observation Notes from Lesson 2, Week 9 77
Observation Notes from Lesson 1, Week 10 78
Observation Notes from Lesson 2, Week 10 79
CHAPTER 5 81
Discussion 81
Influence of Reading Activities on Students’ Oral Reading Accuracy 82
Influence of Reading Activities on Students’ Sight-Word Recognition 82
Influence of Reading Activities on Students’ Phonological Awareness 85
Influence of Reading Activities on Students’ Oral Reading Speed 88
Influence of Reading Activities on Students’ Sight-Word Recognition 88
Influence of Reading Activities on Students’ Phonological Awareness 89
Influence of Reading Activities on Students’ Oral Reading Expression 91
Activities That Improved Students’ Learning Motivation 92
Insights from the Questionnaire 94
CHAPTER 6 97
Conclusions and Implications 97
Implications 98
Limitations 99
REFERENCES 100
APPENDIX A 112
APPENDIX B 117
APPENDIX C 122
APPENDIX D 123
APPENDIX E 124
APPENDIX F 125
APPENDIX G 126
APPENDIX H 127
APPENDIX I 128
APPENDIX J 130

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