The Effects of Booktalk Reading Instruction for the Fifth Graders on Reading Motivation, Reading Attitude and Reading Behavior.

• Main Authors: Jung Min Lin, 林蓉敏
• Other Authors: 張酒雄
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/39693789810310644674

碩士 === 國立高雄師範大學 === 教育學系 === 93 === The Effects of Booktalk Reading Instruction for the Fifth Graders on Reading Motivation, Reading Attitude and Reading Behavior. Abstract The purpose of this study was to explore the immediate and delayed effects of the booktalk reading instruction for the fifth graders on their reading motivation, reading attitude and reading behavior and to explicate the interactions between these variables and gender. The subjects were 64 fifth graders from two classes. One group, composed of thirty-two pupils, was given the booktalk reading instruction. The other one, composed of thirty-two pupils, participated in a sustained silent reading program. The researcher conducted both of the program 80 minutes a week, for 10 weeks. Before and after the instruction, the students were administered the “Reading Motivation Questionnaire”, “Reading Attitude Questionnaire”, and “Reading Behavior Questionnaire”, One month after the end of the experiment, the researcher probed into the delayed effects. “Reading Record List” was designed to understand the students’ reading behavior. “Reading Sheet” was used to understand the reasons why the students read after booktalk. “Reading Opinion List” was used to gather students’ ideas about booktalk reading instruction. Besides, the researcher selected six students for interview who changed the least and the most on reading motivation, reading attitude and reading behavior. The purpose of the interview was to further explore the reasons that why there were the differences between the students who changed the least and the students who changed the most on the three variables. The main findings of the study were as follows： Quantity analysis: 1、 For reading motivation, (1)、No significant interactions were found on immediate as well as delayed effects between reading instruction and students’ gender. (2)、Booktalk reading instruction can enhance the fifth graders’ reading motivation. There were significant differences between the booktalk reading group and the sustained silent group on immediate as well as delayed effects. (3)、No significant differences were found between boys and girls on immediate as well as delayed effects. 2、For reading attitude, (1)、No significant interactions were found on immediate as well as delayed effects between reading instruction and students’ gender. (2)、Booktalk reading instruction can improve the fifth graders’ reading attitude. There were significant differences between the booktalk reading group and the sustained silent group on immediate as well as delayed effects. (3)、No significant differences were found between boys and girls on immediate as well as delayed effects. 3、 For reading behavior, (1)、No significant interactions were found on immediate as well as delayed effects between reading instruction and students’ gender. (2)、Booktalk reading instruction can increase the fifth graders’ reading behavior. There were significant differences between the booktalk reading group and the sustained silent group on immediate as well as delayed effects. (3)、No significant differences were found between boys and girls on immediate as well as delayed effects. 4、Booktalk reading instruction can increase reading behavior. 5、There were 11 reasons that why the students read after booktalk. 6、The students had 10 opinions of booktalk reading instruction. Quality analysis: There were ten reasons that made the differences between the students who changed the least and the students who changed the most on the three variables. The advantages were “ booktalk reading instruction can enhance the reading motivation, improve the reading attitude and increase the reading behavior.” Finally, the findings of this study and several suggestions for administrators, teachers, and researchers were described and discussed. Key words： Booktalk reading instruction、 reading motivation、 reading attitude、 reading behavior