本研究旨在探討朗讀英語繪本對國小學童英語學習之效益。主要探討問題包括：(1) 朗讀英文繪本對學童單字及閱讀理解之效益為何? (2) 學生對朗讀英語繪本活動之看法為何？本研究測試對象為桃園某國小的兩班64位五年級學生。此研究採用單字測驗，閱讀理解測驗，問卷及訪談四項工具。研究者隨機選取一班為實驗組，另一班為控制組，二班同學皆閱讀所指定的三本英語繪本。實驗組聽老師朗讀故事內容，控制組則自己默讀，之後兩組皆接受單字及閱讀理解測驗。測驗後，實驗組學生填寫問卷並隨機抽樣7位學生接受訪談。研究結果顯示，實驗組及控制組學生在單字後測上有顯著的進步，然而二組單字後測並無顯著差異；實驗組及控制組的學生在閱讀測驗並無顯著差異。此外，英語繪本符合學生的興趣，學生接受度高。學生並肯定聽老師朗讀英語繪本對單字、閱讀理解、學習興趣的增進。最後，本研究依據實驗結果對教育當局、學校單位、英語教師及兒童文學作者提出一些具體建議。

The purpose of this study was to investigate the effects of read-alouds from English picture books on elementary school students’ EFL vocabulary and reading comprehension. Also examined were students’ perceptions toward read-alouds. The participants were 64 fifth-graders, composed of two intact classes from an elementary school in Touyuan. The instruments in the current study included vocabulary tests, comprehension tests, a questionnaire and an interview guide. Three English picture books were used as the reading material. The participants were randomly assigned to two treatment groups: The experimental group listened to stories read aloud, while the control group read silently on their own. All participants were given vocabulary tests and reading comprehension tests after reading or being read to. After completing the tests, participants in the experimental group were required to fill out a questionnaire and seven participants were randomly chosen for interviews. Participants in both groups made significant progress in the posttests. However, there was no statistically significant difference in vocabulary posttests scores between these two groups. As for the comprehension level, there was no statistically significant difference between students who were read aloud to and those who read silently on their own. In addition, it was found that students were attracted to English picture books. Students expressed a positive attitude toward the effectiveness of read-alouds on vocabulary development, reading comprehension enhancement and interest increase. Finally, based on the study results, some suggestions have been made for education administrators, school authorities, English teachers and material writers to take into consideration.

Albright, L. K. (2002). Bringing the ice maiden to life: Engaging adolescents in learning through picture book read-alouds in content areas. Journal of Adolescent and Adult Literacy, 45, 418-428.
Alderson, J. C.,＆Bachman, L. F. (2000). Assessing reading. Cambridge: Cambridge University Press.
Alderson, J. C., & Urquhart, A. H. (1984). Introduction: what is reading? In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language (pp. xv-xxviii). New York: Longman.
Amer, A. (1997). The effects of the teacher’s reading aloud on the reading comprehension of EFL students. ELT Journal, 51(1), 43-47
Anderson, J. R., & Reder, L.M. (1979). An elaborative processing explanation of depth of processing. In L. S. Cermak & F. I. M. Craik (Eds), Levels of processing in human memory (pp. 384-404). Hillsdale, NJ: Erlbaum.
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, DC: The National Institute of Educations, U. S. Dept. of Education.
Anderson, R.C., Wilson, P., & Fielding, L. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.
Appleberry, M. H., & Rodgrigues, E. A. (1986). Literary books make the difference in teaching the ESL students. Reading Horizons, 26(2). 112-116.
Artley, A. S. (1975). Good teachers of reading – who are they? The Reading Teacher, 2, 26-31.
Baker, L., & Brown, A. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal, (Eds.), Handbook of reading research, Vol. I (pp. 353-394). New York: Longman.
Barrentine, S. J. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50, 36-43
Barrett, V. D. (2000). Are we reading to our teens? Book Report, 19, 35-38
Barton, J. O. (2000). A Comparison of the effect of basal reading with accelerated reader to basal Reading without accelerated reader on fifth grade reading comprehension achievement Scores. Unpublished Doctoral Dissertation, University of Mississippi.
Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 10-20
Beckman, J. (1984). Turning reluctant readers into lifetime readers. English Journal, 73, 84-86.
Bellon, M. L., & Oglftree, B. T. (2000). Repeated storybook reading as an instructional method. Intervention in School & Clinic, 36(2), 75-81
Billman, L. W. (2002). Aren’t these books for little kids? Educational Leadership, 60, 48-51.
Bishop, S. R., & Hickman, J. (1992). Four of fourteen or forty: Picture books are for everyone. In S. Benedict & L. Carlisle (Eds.), Beyond words: Picture books for older readers and writer (pp.1-10). NH: Portsmouth.
Blessing, C. (2005). Reading to kids who are old enough to shave: Although often overlooked, read-alouds are a great way to get teens hooked on books, School Library Journa, 51, 44-45
Brett, A., Rothlein, L., & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanations of target words. The Elementary School Journal, 96(9), 415-422.
Butler, C. (1980). When the pleasurable is measurable: Teachers reading aloud. Language Arts, 57, 882-885.
Cady, B. (2004). How to read aloud: Best practices from expert teachers. Retrieved on October, 15, 2007, from http://blog.reading.org/archives/000071.html
Cameron, L. (2001), Teaching Languages to Young Learners. NY: Cambridge University Press.
Carbo, M. (1996). Selecting the ‘right reading method.” Teaching PreK-8, 27(1) 84-87.
Carter, B., & Abramson, R. (1991). Non-fiction in a read-aloud program. Journal of Reading, 34, 638-642.
Cazden, C. (1983). Adult assistance to language development: Scaffolds, models, and direct instruction. In R. P. Parker & F. A. Davis (Eds.), Developing literacy: Young children’s use of language (pp. 3-18). Newark, DE: International Reading Association.
Chen, Y. J. (2003). The effects of phonological decoding training on English word recognition skills in Taiwanese EFL children. Master’s Thesis, National Taipei Teachers College.
Cho, H. M. (2006). An action research of enhancing learning motivation through reading English picture books aloud for low-motivated fourth-graders. Master’s Thesis, Southern Taiwan University.
Chomsky, C. (1972). Stages in language development and reading exposure. Harvard Educational Review, 42, 1-33.
Christen, W. L., & Murphy, T. J. (1991). Increasing comprehension by activating prior knowledge. Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication. (ERIC Document Reproduction Service No. ED 328885)
Clay, M. M. (1991). Introducing a new storybook to young readers. The Reading Teacher, 45, 264-273
Cohen, D. H. (1968). The effects of literacy on vocabulary and reading achievement. Elementary English, 45, 209–213, 217.
Coles, M. (1982). Word perception, first language script and learners of English as a second language. Birkbeck College, University of London: MA project
Cornell, E. H., Senechal, M., & Broda, L. S. (1988). Recall of picture books by 3-year-old children: Testing and repetition effects in join reading activities. Journal of Educational Psychology, 80, 537-542
Cosgrove, M. (1987). Reading aloud to children: The effects of listening on reading comprehension and attitudes of fourth and sixth graders in six communities in Connecticut. Master’s Thesis, University of Connecticut.
Cox, C., & Zarrillo, J. J. (1993). Teaching reading with children's literature. Merrill/Prentice Hall.
Cross, D. (1995). Developing reading skills. Practical Handbook of Language Teaching. Prentice Hall Europe: Phoenix ELT
Cross, P. E. (1999). The Effect of Book Talks on the Listening Comprehension of First Grade Students. Master’s Thesis, San Diego State University.
Cullinan, B. E. (1989). Literature for young children. In D. S. Strickland & L. M. Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 35-51). Newark, DE: IRA.
Cullinan, B. E. (1992). Whole language and children’s literature. Language Arts, 69(6), 426-430.
Cullinan, B. E. (1997). Books in the life of the young child. In B. Cullinan. & C. Carmichael. (Eds.). Literature and young children. Urbana, ILL: National Council of Teachers of English.
Denise, J. (2002). Web Watch: Picture book read-alouds. Reading Online. 19-24
Dennis, G., & Walter, E. (1995). The effects of repeated read-alouds on story comprehension as assessed through story retellings. Reading Improvement, 32(3), 140-153
Dhaif, H. (1990). Reading aloud for comprehension: a neglected teaching aid. Reading in a Foreign Language, 7(1), 457-64
Dlugosz, D. W. (2000). Rethinking the role of reading in teaching a foreign language to young learners. English Language Teaching Journal, 54(3), 284-290.
DuBois, B., & McIntosh, M. E. (1986). Reading aloud to students in secondary history classes. The Social Studies, 77, 210-213
Dwyer, E. J., & Isbell, R. (1990). Reading aloud to students. The Education Digest, 56(1), 70-71
Ecroyd, C. A. (1991). Motivating students through reading aloud. English Journal, 80, 76-78
Ediger, M. (1999). Reading and vocabulary development. Journal of Instructional Psychology [On-line], 26. Available: http://newfirstsearch.oclc.org
Edigner, M. ( 2002). Reading Aloud To Aid Pupil Achievement (ERIC Document Reproduction Service No. ED468079).
Elkind, D. (1989). Parents’ guide to raising kids who love to learn. New York: Prentice Hall Press.
Elley, W. B. (1989). Vocabulary acquisition from listening to stories, Reading Research Quarterly, 24(2), 174-187.
Fisher, D., Flood, J., Lapp. D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58, 8-17
Fogarty, R. (2002). Brain Compatible Classrooms. Arlington Heights, IL: Skylight Professional Development.
Fountas, I. C., & Pinnell, G.S. (1996). Guided reading within a balanced literacy program. In Fountas, I.C. & Pinnell, G.S. (Eds.), Guided Reading: Good first teaching for all children. Portsmouth, (pp. 25-30). NH: Heinemann.
Giorgis, C. (1999). The power of reading picture books aloud to secondary students. The Clearing House, 37, 51-53.
Giorgis, C., & Hartman, K. (2000). Using picture books to support middle school curricula. Middle School Journal, 31, 34-41.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406
Harp, B. (1989). When the principals ask, “Why don’t you ask comprehension questions?” The reading Teacher, 43, 638-639
Hayes, D. A., & Tierney, R. J. (1982). Developing readers knowledge through analogy. Reading Research Quarterly, 17, 256-280.
Haynes, J. (2006). Teach to Students' Learning Styles. Retrieved April, 20, from: http://www.everythingesl.net/inservices/learningstyle.php
Henderson, J. (2001). Incidental Vocabulary Acquisition: Learning New Vocabulary from Reading Silently and Listening to Stories Read Aloud. Master’s Thesis, Kean University.
Henning, G. H. (1973). Remembering foreign language vocabulary: Acoustic and semantic parameters. Language Learning, 23, 185-196
Hennings, D. G. (1992). Beyond the read aloud: Learning to read through listening to and reflecting on literature. Indiana, IN: The Phi Delta Kappa Educational Foundation.
Hibbing, A. N., & Rankin, J. L. (2003). A picture is worth a thousand word: Using visual images to improve comprehension for middle school struggling readers. The Reading Teacher, 56, 758-770
Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English-language learners. The Reading Teacher, 57, 720-730.
Hillman, J. (1975). Reading aloud to children: A rationale (ERIC Document Reproduction Service No. ED 2172152).
Hirsch Jr., E. D. (2001). The latest dismal NAEP scores. Education Week (On Illinois School Report Card.)
Ho, P. E. (2007). A study of EFL reading strategies used by vocational high school students in Taiwan. Master’s Thesis, National Taiwan University of Science and Technology, Taipei, Taiwan.
Hoffman, J. V., Roser, N. L., & Battle, J. (1993) Reading aloud in classrooms: From the modal toward a “model”. The Reading Teacher, 46, 496-503
Hosenfield, C. (1977). A preliminary investigation of the reading strategies of successful and nonsuccessful second language learners. System, 5, 110-123
Hsieh, L. T. (2000). Reading aloud vs. silent reading in EFL reading. Studies in English Language and Literature, 8, 13-21
Huck, C., Hepler, S., & Hickman, J. (1993). Children’s literature in the elementary school (5th ed.). Orlando, FL: Harcourt Brace.
Hurst, C. O. (2007, September). First books for emergent readers. Teaching Pre-K8. Retrieved from http://www.carolhurst.com/profsubjects/reading/emergentreaders.html
Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36, 350-377.
Jacobs, J. S., Morrison, T. G., & Swinyard, W. R. (2000). Reading aloud to students: A national probability study of classroom reading practices of elementary school teachers. Reading Psychology, 21, 171-193
Jones. B., & Poore, M. T. (1994). Picture books: A New Text for Teaching Reading and Writing in the Intermediate Grades (ERIC Document Reproduction Service No. ED 377196).
Kies, D., Rodriguez, I., & Ghanato, F. (1993). Oral language development through storytelling: An approach to emergent literacy. Reading Improvement, 30, 43-48.
Kimmel, M., & Segel, E. (1988). For reading out loud: A guide to sharing books with children. New York: Delacorte.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford, England: Pergamon Press.
Lee, L. T. (2006). Effects of reading children’s storybooks aloud on vocabulary and reading comprehension of EFL elementary school students. Master’s Thesis, National Kaohsiung Normal University.
Levin, J. R., & Pressley, M. (1981). Improving children’s prose comprehension: Selected strategies that seem to succeed. In C. M. Santa & B. L. Hayes (Eds.), Children’s prose comprehension: Research and practice. Newwark, De.: International Reading Association
Li, S. C. (2003). A study of the effects of reading fairy tales aloud on junior high school students. Master’s Thesis, National Kaohsiung Normal University.
Lin, F. J. (2005). Effects of interactive English picture storybook read-aloud activities on pre-school children’s vocabulary learning, intrinsic motivation and responses. Master’s Thesis, Southern Taiwan University.
Maeroff, G. I. (1989). The school-smart parent. New York: Random House.
Martinez, M., Roser, N., & Strecker, S. (2000). Using picture books with older students. In K. Wood & T. Dickinson (Eds.), Promoting literacy in grades 4-9: A handbooks for teachers and administrators. Boston: Allyn & Bacon.
May, C. G. (1986). Effects of reading aloud in English on the reading ability and attitudes of Spanish-speaking children, Unpublished Doctoral Dissertation, University of Massachusetts.
McKay, S. (1982). Literature in the ESL classroom. TESOL Quarterly, 16, 529-536.
Meyer, L. A., Wardrop, J. S., Stahl, S.A., & Linn, R. L. (1992). The effects of reading storybooks aloud to children. Journal of Educational Research, 88, 69-85.
Militante, D. A. K. (2006). Read aloud verses shared reading: The effects on vocabulary acquisition, comprehension , and fluency. Master’s Thesis, Kean University.
Minichiello-Schmidt, M. K. (1998). Reading Aloud, (Report No. CS013098). (ERIC Document Reproduction Service No. ED416470)
Molloy, C. C. M. (2005). An investigation of listening and listening-while-reading accommodations on reading comprehension levels and rates in students with emotional disorders. Psychology in the Schools, 42, 39-51
Nagy, W. (1988). Teaching Vocabulary to Improve Reading Comprehension. Newark, DE: International Reading Association.
Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. G. McKeown & M. E. Curtis (Eds.). The nature of vocabulary acquisition (pp. 19-36). Hillsdale, NJ: Erlbaum.
Nagy, W. E., Herman, P.A, & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20, 233-253.
Nelson-Herber, J. (1986). Expanding and refining vocabulary in content areas. Journal of Reading, 29, 626-633.
Nodelman, P. (1988). Words about pictures. London: University of Georgia Press
Nuttall, C. (1982). Teaching reading skills in a foreign language. London: Heinemann
O’Donnell, M. P., & Wood, M. (1999). Becoming a reader. Boston: Allyn and Bacon.
Oittinen, R. (2000). Translating for children. New York ＆ London: Garland Publishing, Inc.
Partridge, K. A. (2004). A Practitioner investigates reading attitudes in high school students: Implementing SSR and read alouds in 11th grade English. Unpublished Doctoral Dissertation, University of Alabama
Perkinson, K. (1993). Helping your child use the library. Office of Educational Research and Improvement. U.S. Department of Education.
Peterson, R., & Eeds, M. (1990). Grand conversations: Literature groups in action. New York: Scholastic.
Rath, L., & Kennedy, L. (2004). The between the lions book for parents: Everything you need to know to help your child learn to read. New York: Harper Collins.
Reutzel, D. R. (2001). New thinking on read-aloud. Scholastic Instructor, 110, 23-24,
Richardson, J. S. (1994). Great read-alouds for prospective teachers and secondary students. Journal of Reading, 38, 98-103
Richardson, J. S. (2000). Read it aloud! Using literature in the secondary content classroom. New York, DE: International Reading Association.
Robinson, L. S. (1990). Read-aloud activities in the kindergarten: The structure of kindergarten read-aloud events and the place of such read- aloud events in the kindergarten curriculum. Unpublished Doctoral Dissertation, University of Illinois.
Polette, K. (2005). Read & write it out loud! Boston, MA: Person Education Inc.
Routman, R. (1991). Invitations: Changing as teachers and learners, K-12. Portsmouth, NH: Heinemann.
Ruivo, P. (2006). Reading aloud: Companion reader vs. no companion reader. Mater’s Thesis, Kean University.
Rupley, W. H., Logan, J. W., & Nicholas, W. D. (1998). Vocabulary instruction in a balanced reading program. Reading Teacher, 52(4), 336- 346.
Saffran, J. R., Newport, E. L., Aslin, R. N., Tunick, R. A., & Barrueco, S. (1997). Incidental language learning: Listening (and learning) out of the corner of your ear. Psychological Science, 8, 101-105
Samuels, S. (1998). Decoding and automaticity: Helping poor readers become automatic at word recognition. The Reading Teacher, 41, 756-760
Sanacore, J. (2000). Promoting the lifetime reading habit in middle school students. The Clearing House, 73(3), 157-161.
Scales, A. M., & Shen, L. B. (2004, May/June). An investigation of questions in McGuffey’s second readers. Reading Online, 7(6). Available: http://www.readingonline.org/articles/art_index.asp?HREF=scales/index.html
Schickedanz, J. A. (1978). Please read that story again! Exploring relationships between story reading and learning to read. Young Children, 33, 48-55.
Seedfeldt, C. (2003). Why read aloud? Early Childhood Today, 17(5), 8-10
Serafini, F., & Giorgis, C. (2003). Reading aloud and beyond: Fostering the Intellectual life with older readers. Portsmouth, NH: Heinemann.
Short, K. G. (1993) Visual literacy: Exploring art and illustration in children’s books. The Reading Teacher, 46, 506-516.
Smith, C. B. (1997). Vocabulary Instruction and Reading Comprehension. ERIC Digest. ERIC Clearinghouse on Reading English and Communication.
Smith, K. (1990). Entertaining a text. In K. G. Short & K. M. Pierce (Eds.), Talking about books: Creating literate communities (pp. 17-31). Portsmouth, NH: Heinemann.
Southerland, Z. (1997). Children and books. (9th ed.). Glenview, IL: Scott, Foresman.
Stahl, S. A. (1997). Instructional models in reading: An introduction. In S.A. Stahl & D. A. Hayes (Eds.), Instructional models in reading (pp.1-30). Mahwah, NJ: Erlbaum.
Stahl, S.A., & Fairbanks. M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110
Staley, A. (1997). Reading aloud: brining whole language into the ESL writing Classroom. The Language Teacher. Retrieved Oct. 8, 2007, from: http://www.jalt-publications.org/tlt/files/97/mar/aloud.html
Sulzby, E., & Teale, W. H. (1987). Young children’s storybook reading: Hispanic and Anglo families and children (Report to the Spencer Foundation). Ann Arbor, MI: University of Michigan.
Sulzby, E., & Teale, W. H. (2003). The development of the young child and the emergence of literacy. In J. Flood, D. Lapp, J. Squire, & J. Jensen (Eds.). Handbook of research on teaching the English language arts (2nd ed., pp. 300-313). Mathwah, NJ: Erlbaum.
Taberski, S. (1998), How read-alouds show comprehension strategies. Instructor-Primary, 107(8), 24-26.
Taylor, J. (1986). Three legitimate uses of oral reading. Oasis, 3-4.
Taylor, S. E. (2006). Fluency in silent reading. Retrieved March 15, 2008, from http://www.readingplus.com/schools/pdfs/FluencyInSilentReading.pdf
Terblanche, L. (2002). Read-Alouds: Do they enhance students’ ability to read? (ERIC Document Reproduction Service No. ED346082).
Tseng, J. L. (2003). Oral reading and silent reading – the effect on Taiwanese EFL senior high school students’ comprehension. Master’s Thesis, National Taiwan Normal University.
Trelease, J. (1989). The new read-aloud handbook. New York: Penguin Group.
Ulanoff, S. H., & Pucci, S. L. (1999). Learning words from books: The effects of read aloud on second language vocabulary acquisition. The Bilingual Research Journal, 23, 400-422
Vacca, R. T., & Vacca, J. L. (1999). Content area reading: Literacy and learning across the curriculum (6h ed.). New York: Longman.
Warwick, E. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-187
Wallace, M. J. (1982). Learning a foreign language and vocabulary. Teaching vocabulary. London: Heinemann Educational Books.
Wan, F. Y., & Lee, S. Y. (2007). From listeners to readers with storytelling to bridge the gap. Selected Papers from the 16th International Symposium and Book Fair on English Teaching (pp.545-553). Taipei, Taiwan: The Crane Publishing Co.
Wan, F. Y. (2007). The power of reading aloud on language acquisition: Research, theory, and implications. Master Thesis, National Taiwan University of Science and Technology, Taipei
Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann.
Winters, R. (2001). Vocabulary anchors: Building conceptual connections with young readers. The Reading Teacher [on-line], 54. Available: http://newfirstsearch.oclc.org
Wojciechowski, L., & Zwig, D. (2003). Motivating student reading through read-alouds and home-school independent reading. An action research project, Saint Xavier University & SkyLight.
Wright, K. (1992). A fourth-grade read-aloud program. Master’s Thesis, Fort Hays State University.
Yaden, D. (1988). Understanding stories through repeated read-alouds: How many does it take? The Reading Teacher, 41, 556-560.
Yopp, H. K. (1995). Read-aloud books for developing phonemic awareness: An annotated bibliography. The Reading Teacher, 48, 538-541
Zapparoli, R., & Su, I. (2007). Rethinking Taiwan’s grade one English curriculum, Selected Papers from the 16th International Symposium and Book Fair on English Teaching (pp.603-614). Taipei, Taiwan: The Crane Publishing Co.

Children’s Books Cited
McFarland, L. R. (2001). Widget. New York: Farrar Straus Giroux
Smith, M. (2004). A Snake Mistake. Taipei, Taiwan: East & West Book Co.
Walsh, E. S. (1991). Mouse Count. New York: Scholastic Inc.