The effects of sharing reading on the 1st graders’ word recognition, reading fluency and reading comprehension

• Main Authors: Tsuei-Ling Lin, 林翠玲
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/96041039182125856615

碩士 === 國立屏東教育大學 === 教育心理與輔導學系 === 96 === The purpose of this study was to examine the effects of sharing reading on the 1st graders’ word recognition, reading fluency, and reading comprehension. Using the quasi-experimental design, two 1st grade classes from a primary school in Pingtung City were chosen. One of the classes was assigned to the experimental group who received sharing reading instruction, while the other class was assigned to the control group who received traditional reading instruction. Before and after the 10-week long instruction, both groups were tested on word recognition, reading fluency, and reading comprehension. Furthermore, the experimental group reported their attitudes toward the activities of the week at the end of each week’s classes, and they also reported their attitudes toward the sharing reading instruction after the program was ended. The findings of this study were as follows: 1. Sharing reading significantly improved the 1st graders’ word recognition. 2. Students who received shared reading instruction scored significantly higher on reading fluency than the control group; 3. After the instruction, the two groups were no differences in the number of word reading in one minute. 4. The effect of sharing reading instruction on reading comprehension was not significant. 5. The students in the experimental group generally held positive attitudes toward sharing reading instruction. Based upon the findings, implications of the results and suggestions for practitioners and future research were provided.