| Summary: | 碩士 === 國立中正大學 === 外國文學所 === 94 === This study is to investigate the changes of students' attitude toward reading and their application of reading strategies after the reading strategy instruction with English picture books. The participants in this study were eighty ninth-graders whose academic performance was in the top one third of all the ninth graders in a junior high school in Chia-yi City. The data collected for this study were pre-questionnaire, post-questionnaire, pre-test, post-test, students' reading records, and feedback sheets. The data were descriptively analyzed and discussed to investigate students' changes after the reading strategy instruction.
The results indicated that reading strategy instruction enhanced students' positive attitude toward reading English picture books. Students became more interested in reading English picture books, and they were not so afraid of reading them after the reading strategy instructional process. Moreover, it also improved students' proficiency of applying reading strategies. Students became more familiar with reading strategies and they could apply them appropriately to enhance reading comprehension.
This study concludes that reading strategy instruction with English picture books can be helpful to improve students' attitude toward reading as well as their reading comprehension. It further suggests that teachers can implement long-term reading strategy instruction with English picture books on junior high students to help them monitor their reading process and to enhance their proficiency in reading comprehension. The policymakers should incorporate the reading strategy instruction into regular English classes in school. Further research can be geared to incorporate teacher's scaffolding, learners' schema, and long-term practices on reading strategy instruction.
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