| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 95 === he purpose of this study was to explore the effects of shared-book reading instruction on reading comprehension and reading motivation of primary grade students. The subjects were second-grade students of two classes in one elementary school in Taichung county. One of this two classes was the experimental group composed of thirty-three pupils given shared-book reading instruction in reading class while the other class was the control group also composed of thirty-four pupils reading by themselves in reading class and didn’t offer any reading instruction.
The whole experimental instruction had lasted for twenty classes within ten weeks. “Reading Comprehension Test” and “Reading Motivation Questionnaire” were used as instrument to collect data. One-way Analysis of Covariance （ANCOVA） was used to analyze the difference of score in “Reading Comprehension Test” and “Reading Motivation Questionnaire”. After the program, “Reading Reward Form” was analyzed to know the thoughts of experimental group for shared-book reading instruction.
The results of the study were indicated that:
1) There was no significant difference in literal comprehension of “Reading Comprehension Test” between the experimental group whom are given shared-book reading instruction and the control group.
2) There was an obvious effect in inferential comprehension of “Reading Comprehension Test” between the experimental group whom are given shared-book reading instruction and the control group.
3) Shared-book reading instruction could increase the students’ reading motivation .
Lastly, based on the conclusions, this study proposed concrete suggestions to reading instruction, and future researches.
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