篇名 | Effects of English Proficiency and Gender on Collaborative Strategic Reading |
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卷期 | 9 |
並列篇名 | 學生英文能力及性別差異對合作閱讀策略教學成效之影響 |
作者 | 陳美貞 、 林慧雯 |
頁次 | 110-134 |
關鍵字 | 閱讀策略 、 合作閱讀策略教學法 、 文法翻譯教學法 、 英文能力 、 性別差異 、 合作學習 、 Reading strategies 、 Collaborative strategic reading 、 CSR 、 Grammar translation method 、 GTM 、 English proficiency 、 Gender 、 Cooperative learning 、 CL |
出刊日期 | 200901 |
The effectiveness of Collaborative Strategic Reading (CSR) in facilitating students’ reading comprehension has been highly commended in the literature (e.g., Klingner & Vaughn, 2000; Klingner, Vaughn, Arguelles, Hughes, & Leftwich, 2004; Klingner, Vaughn, & Schumm, 1998; Vaughn, Klingner, & Bryant, 2001). Basically, CSR is designed to facilitate reading comprehension, in particular, for students with reading, learning, or behavior problems (Klingner & Vaughn, 1996). It integrates two main instructional approaches: reciprocal teaching and cooperative learning (CL). This strategic instruction is meant to teach students techniques to comprehend expository texts, to meet diverse learning needs in the classroom, and to provide interaction opportunities in the context of multi-ability groups (Klingner et al., 2004; Vaughn et al., 2001).