| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 98 === This study focuses on enhancing vulnerable children’s interest and comprehension in reading. The motivation of the research is from the confusion that school’s convenient book-borrowing system in the library cannot facilitate and keep those vulnerable children’s interest in reading. This study tries to search for solutions to this problem by action research in which the researcher explores the practical problems during teaching.
In accordance with the Ministry of Education’s and Ministry of the Interior’s guidance conditions for disadvantaged families, the researcher, at the classes, selects four study cases of children who are from economically disadvantaged, single parents, and aboriginal families. By the two tools of the questionnaire of reading interest and the comprehension & literacy test, supplemented by interviews, the researcher identifies the case study children have not developed good reading habits and behavior so that their interest in reading can not be sustained, and it affects their reading motivation. In addition, nobody can be their reading model at home, which makes their reading comprehension competence poor. The researcher, according to the case study children’s reading status, implements some strategies, such as 10-minute Morning Reading, story telling, and shared reading, to sustain their interest in reading, and establishes their reading comprehension competence individually by the way of prediction and questioning & discussing strategies. Through the records of the research process, the researcher understands the problems encountered, reviews and revises the strategies duly. At the same time, the researcher tries her best to realize those children’s cultural living background to enrich their living experience. By these strategies, the research helps those vulnerable children develop their own effective reading strategies individually with their superior intelligence. Simultaneously the researcher’s professional knowledge, skill and attitude have been enhanced during the research.
Based on the result analysis and discussion, the conclusions gotten from the study are as the following:
1. Vulnerable children’s reading habits, attitudes and behavior development are deeply affected by the factors that their families can not provide rich and diverse reading environment, or the adults aren’t able to be the correct reading models or be their kids’ reading companions.
2. Vulnerable children’s interest in reading and comprehension are significantly developed.
3. The researcher’s professional knowledge of teaching, especially in a multicultural classroom, is simultaneously well developed by the revision of the research direction.
4. The correlation between diverse environment and interest in reading exists.
5. Through the reading strategies, language development can be enhanced and cultural self-identity can be produced.
6. Successful reading strategies have close connection with positive understanding of children’s living experiences.
Lastly, according to the research findings, the researcher recommends a number of proposals to serve for the school administration and future research
|
|---|
