Exploring the Relationships among Kindergarteners’ Reading Behavior, Home Literacy Environment, and School Literacy Environment

• Main Authors: Mei-szu Chen, 陳美思
• Other Authors: Yu-liang Chang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/24322284977761567625

碩士 === 明道大學 === 教學藝術研究所 === 94 === The main purpose of this research is to understand the relationships among young children’s reading behavior, home literacy environment, and school literacy environment. Two questionnaires were mainly applied as the instruments for data collection in this study, as well as a case study for the supplementary of the formal data. Systematic and random samplings were used respectively to select 700 parents and 100 teachers from kindergartens in Taichung city as research participants. Data was analyzed and tested by means of statistical methods such as percentage frequently distribution, means, and Pearson’s product-moment correlation. In the case study, a kindergartner, her parent, and her teacher were chosen purposefully. In-depth interviews and observations were conducted to collect more information. According to the findings of this research, great reading resources were provided in most families and schools. Also, most kindergarten teachers and parents had good reading habits and agreed with the importance of reading to young children. The home literacy environment had a critical effect on young children’s reading behavior. Parents’ opinions about reading, parents’ value of home reading resources, and parent-child reading interaction were also significant factors in influencing the developments of kindergarteners’ reading behavior. On the other hand, young children’s reading behavior is also affected by school literacy environment, including school reading resources, teachers’ attitudes to reading and the classroom reading management. Moreover, there is a positive relationship between home literacy environment and school literacy environment. Finally, the findings of the case study paralleled the results of the quantitative data, which showed that young children’s reading behavior is certainly influenced by parents and teachers. Consequently, the more correct readfing model, environment, and speech patents and teachers provide, the better reading habits, attitudes, and abilities their children will possess in the future. In summary, concrete suggestions for parents, institutions, teachers, libraries, and the government were further provided for the improvement of young children’s reading behaviors, school and home literacy environment, as well as recommendations for future studies.