高雄市國小高年級學童家庭閱讀環境、閱讀理解策略與閱讀理解能力關係之研究

• Main Author: 黃舒勤
• Other Authors: 邱兆偉
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/28339256073525219243

碩士 === 高雄師範大學 === 教育學系 === 97 === Abstract The purpose of this research could be put specifically in the following: a) perceive the status of elementary school senior students’ reading environment in home, strategies of reading comprehension, and ability of reading comprehension, b) probe into the differentiation on reading environment in home, strategies of reading comprehension, and ability of reading comprehension from elementary school senior students with different backgrounds, c) grasp the relationship among reading environment in home, strategies of reading comprehension, and ability of reading comprehension from elementary school senior students, d) examine how reading environment in home and strategies of reading comprehension of elementary school senior students predicted ability of reading comprehension, and e) offer feasible suggestions according to the research result. This research adopted questionnaire method, and took senior students from the public elementary schools in Kaohsiung City as researchable objects. Then, utilize the method of cluster sampling to sample 690 students from 22 classes in 11 schools out of 3 types, including the large-scale school, the medium-sized school, and the small-scale school, and 629 questionnaires were considered valid. After inputting the data collected by questionnaires into computer, and then analyzing by descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis, the main findings of this study were as follows: a. The elementary school senior students’ reading environment in home, strategies of reading comprehension, and ability of reading comprehension was better than average. b. Different genders, family status and parents’ educational level of elementary school senior students showed significant differences in reading environment in home. c. Different genders, family status and parents’ educational level of elementary school senior students showed significant differences in strategies of reading comprehension. d. Different genders and parents’ educational level of elementary school senior students showed significant differences in ability of reading comprehension. e. In the reading environment in home of elementary school senior students, dimensions of reading habits of family, reading interaction between parents and children, reading resource of family, and the whole reading environment in home were significantly and positively related to ability of reading comprehension. f. In the elementary school senior students’ strategies of reading comprehension, dimensions of message strategies, delicate strategies, cognitive strategies, and the whole strategies of reading comprehension were significantly and positively related to ability of reading comprehension. g. The elementary school senior students’ reading environment in home, and strategies of reading comprehension could partially predict ability of reading comprehension. According to the forgoing findings, some concrete suggestions were proposed to be references for educational practice and further studies.