| 摘要: | 本研究旨在探討在臺灣一所國小中，習慣性大量閱讀如何與提升式寫作（betterment-driven writing）表現相互關聯。在許多臺灣的教室中，閱讀與寫作依然被視為需要分別學習的技能，而教師在如何將閱讀課程與寫作發展息息相關，仍缺乏明確的指導。所以，本研究焦點包括：（1）學生在「身教式持續安靜閱讀」（Modelled Sustained Silent Reading, MSSR）課程中不同書籍層級（繪本、橋樑書、基礎書、中階書與進階書）的閱讀量；（2）橋樑書在閱讀發展中的過成與鷹架功能；以及（3）「明日寫作」（Writing for Tomorrow, WFT）系統中的心智圖與電子學習歷程檔案（e-portfolio）對寫作發展的支撐角色。理論上，本研究奠基於「興趣驅動創造者理論」（Interest-Driven Creator Theory, IDC Theory）、Krashen 的輸入假說、Vygotsky 的最近發展區理論，以及認知負荷理論。
本研究採用混合研究設計，以一所實施 MSSR 的私立實驗國小三、四年級 55 名學生為對象（扣除中途轉學與資料不全者後，完整樣本為 40 人）。量化資料來自學校數位系統記錄之五類分級讀物閱讀量（繪本、橋樑書、基礎書、中階書、進階書），以及敘事寫作表現（初稿品質、字數與修訂分數）之分析性評分。統計方法包括描述統計、皮爾森積差相關、線性與多項式迴歸、ANOVA、MANOVA 與 MANCOVA。質性部分則透過半結構式學生訪談，蒐集其對心智圖活動與 WFT 寫作模式之感受，並進行主題分析。
結果顯示，不同書籍類型對寫作表現具有差異化貢獻。繪本與較易理解的讀物與較高的字數與修訂表現相關；橋樑書在預測寫作字數上具有顯著貢獻，並扮演由圖像為主轉向文字為主讀物的過渡鷹架角色；基礎書與中階書則較多牽涉到結構與內容精緻化。迴歸與進階分析支持一條發展性閱讀路徑：繪本 → 橋樑書 → 基礎書 → 中階書 → 進階書，其中基礎書與中階書對進一步閱讀遞進具有關鍵預測力。
在寫作方面，心智圖對寫作表現有顯著正向影響，特別是在「精進力」（elaboration）與「敏覺力」（sensitivity）等構面；多元迴歸結果顯示，心智圖的「廣度」、「概念關係正確性」與「創造性」分別預測不同寫作階段之初稿、修訂與定稿表現。訪談分析顯示，多數學生對 WFT 系統持正向看法，認為心智圖與電子學習歷程檔案有助於釐清主題重點、組織想法、追蹤進步並提升寫作自信；少數學生則認為心智圖主要有助於預寫階段，對後續寫作階段的幫助較有限。
本研究實證支持一個整合式素養發展架構：透過 MSSR 所營造的習慣性大量分級閱讀、橋樑書等過成文本的鷹架功能，以及 WFT 系統中結構化的預寫工具與電子學習歷程檔案，三者共同促進精進導向寫作的發展。結果強調，課程設計若能有意識地銜接閱讀層級路徑與寫作歷程鷹架，並善用科技增能學習環境，將有助於培養具自我調節能力、興趣驅動且持續精進的國小讀寫學習者。
關鍵字：
廣泛閱讀、身教式持續安靜閱讀（MSSR）、橋樑書、寫作表現、心智圖、電子學習歷程檔案、興趣驅動創造者理論（IDC Theory）、國小讀寫發展;This study examined how habitual-voluminous reading relates to betterment-driven writing performance among primary school students in Taiwan. In many Taiwanese classrooms, reading and writing are still taught as separate skills, and teachers have limited guidance on how to align reading programs with writing development. Therefore, it investigated (a) how reading volume across different book categories within the Modelled Sustained Silent Reading (MSSR) program, (b) the developmental role of Bridge Books, and (c) the use of the Writing for Tomorrow (WFT) system—particularly mind maps and e-portfolios—jointly contribute to literacy development. The study was theoretically grounded in the Interest-Driven Creator (IDC) Theory, Krashen’s Input Hypothesis, Vygotsky’s Zone of Proximal Development, and Cognitive Load Theory.
A mixed-methods design was employed with 55 third- and fourth-grade students (n = 40 with complete data after attrition) in a Taiwanese primary school implementing MSSR. Quantitative data were drawn from digital reading logs across five graded book categories (Picture, Bridge, Basic, Middle, Advanced Books) and analytic writing performance measures (draft quality, word count, revision scores). Statistical analyses included descriptive statistics, Pearson correlations, linear and polynomial regressions, ANOVA, MANOVA, and MANCOVA. Qualitative data from semi-structured student interviews were analyzed thematically to capture perceptions of mind mapping and the WFT-supported writing model.
Findings revealed differentiated contributions of book categories to writing performance. Picture Books were associated with increased word count and stronger revision scores, while Bridge Books significantly predicted longer texts and served as transitional scaffolds away from picture-dominated reading. Basic and Middle Books played a central role in the developmental pathway: regression analyses supported a progression from Picture → Bridge → Basic → Middle → Advanced Books, with particularly strong predictive links from Basic to Middle and from Middle to Advanced texts. Mind maps had a significant positive impact on writing performance, especially in elaboration and sensitivity, and regression models indicated that mind map breadth, correctness of conceptual relationships, and creativity each supported different stages of drafting and revision. Thematic analysis showed predominantly positive student perceptions of the WFT system, emphasizing clearer idea organization, increased confidence, and greater enjoyment of writing, alongside a few mixed views that saw mind maps as mainly helpful at the prewriting stage.
This study provides empirical support for an integrated literacy framework in which extensive graded reading, scaffolded transitional texts, and structured prewriting tools collectively enhance betterment-driven writing. The results underscore the importance of aligning MSSR-based reading pathways with mind map–supported writing instruction and technology-enhanced environments such as WFT to foster self-regulated, interest-driven literacy development in primary school contexts.
Keywords: extensive reading, MSSR, Bridge Books, writing performance, mind mapping, e-portfolios, IDC Theory, primary school literacy |
