本論文旨在探討英語閱讀與寫作對孩童學習英語的影響。研究中針對較早與較晚開始學習英文的孩童字彙進步的情形作觀察與比較；孩童對於英語閱讀延伸寫作課程的迴響，以及對於由教師指導修改作文所抱持的態度亦是探討的重點。

本兼具質化與量化之研究涵蓋任務導向閱讀寫作實驗教學與問卷調查，以高雄縣一所國小的七十一位五年級學生為研究對象。研究過程包括十二堂四十分鐘的任務導向英語教學課程。學生在課程中閱讀英文讀本『綠野仙蹤』，之後開始從事英文寫作，練習將該故事改寫成故事摘要。課程當中有數次的測驗，包括三次字彙小考及研究節束後的單字記憶測驗。學生的故事摘要完成後，交由教師指導批改，優秀的摘要作品會刊豋在學校的季刊上。此外，藉由問卷探討學生對英文故事閱讀與寫作課程的回應。經由分析，本研究主要的發現摘要如下：
1. 在字彙學習方面，較早與較晚開始學習英文的兩組學生經由任務導向的課程訓練後，字彙量均有增加。
2. 學生們普遍肯定閱讀教學的果效。閱讀故事讀本提高孩童的學習興趣、增進學習效率，並有助於字彙學習。
3. 兒童普遍認為英文寫作能幫助他們增進字彙運用的能力。然而，孩童認為英文寫作難度高，所以對於英文寫作課程的接受度普遍不高。
4. 在寫作過程中，學生認為由教師批改作文的方式，有助於寫作能力的提昇。
5. 在英文寫作成果方面，兩組學生的作品皆入選校刊作品。

本研究結果可作為國小英語教師運用故事閱讀融入寫作教學的參考。此外，也建議教師要選擇合適的閱讀教材，才能有效地提昇學生英文閱讀與寫作能力。

The main purpose of the study is to explore the effects of reading and writing on the L2 literacy development of EFL young learners. The learning performance between the early-starter group and the relatively late-starter group on vocabulary growth was observed and compared in the study. EFL young learners’ response to the reading-to-writing instruction and the attitudes towards teacher review on their writing were also probed and analyzed.

This qualitative-quantitative study includes a task-based reading-to-writing experimental teaching and a questionnaire survey. A total study sample of 71 fifth-graders from one elementary school in Kaohsiung County was collected in the study. A twelve-week study, composed of 12 forty-minute classes, was conducted under the task-based instruction. All the subjects were requested to read the assigned text entitled The Wizard of Oz. Students learned to write a summary out of the previous reading material in the following weeks. The teacher corrected students’ writing and students revised their summaries. Students’ performance on three vocabulary quizzes and a delayed-recall test was collected. Ten out of seventy-one summaries would be chosen and published in school quarterly column. Students’ responses to the questionnaires, The Scale of Reading and Writing Attitudes (SORWA), were also analyzed. The findings are summarized as follows:
1. Young EFL learners from both early-starter and late-starter groups enlarged their vocabulary size after the reading treatment in the task-based instruction.
2. Students regarded the reading instruction enhanced their motivation to learn English, and reading short stories helped them enlarge their vocabulary size.
3. Students agreed that the English writing task enhanced their reading efficiency and improved their ability to use words appropriately. However, they did not wish to receive more reading-to-writing tasks in class. They considered the task rather difficult and they suffered the anxiety to conduct English writing.
4. The results of the questionnaire indicated that students considered teacher comments enhances their English writing.
5. Both late starters already had the competence to conduct simple English writing tasks, and students’ writings from both groups were selected and published in the school quarterly column.

The findings of this study will provide references for elementary school English teachers to employ short stories as a useful pedagogical tool to integrate reading and writing in an EFL classroom. The result may also suggest that appropriate reading materials must be carefully selected to help young EFL learners develop reading and writing skills

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