A Study of the Relationship between Reading Motivation and Reading Strategies among Third and Forth Graders in Chiayi City

• Main Authors: Yi-Chian Wang, 王乙茜
• Other Authors: Chia-Hua Hsu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/36285626949736944009

碩士 === 國立嘉義大學 === 教育學系研究所 === 99 === This study aims to understand the relationship between the reading motivation and the reading strategies among third and fourth graders in Chia-Yi City. Adopting the questionnaires survey as the research method, the researcher used the self-designed questionnaires of reading motivation and reading strategies in this study. The participants of this study are 556 intermediate graders from Chia-Yi City. There are 474 effective questionnaires. Here are the research results. Firstly, intermediate graders in Chia-yi city show higher intermediate degrees in the strength of their reading motivation and the frequency of reading strategies using. Secondly, the intermediate graders in Chia-yi City with different background variables performs differences on certain aspects of reading motivations and strategies. Considering the gender differences, girls not only show higher reading motivation but also use more strategies than boys did. Under the variable of grade level, third graders use more social/affective strategy than fourth graders. Under the variable of school size, the students from small schools show more extrinsic motivation than students from big school. While comparing the social economic status (SES) of families, the overall reading motivation and the intrinsic motivation of children who come from higher SES families are higher than those of children who come from lower SES families. Besides, the frequency of meta-cognitive strategy using of student from higher SES families is higher than the frequency of the same strategy using of students from lower SES families. Also, in the effect of the time of parents’ company while reading, the children who have companionships with parents lasting from one to two hours per day show more intrinsic motivation and use more reading strategies than children who lack the parental companionship. In the aspect of the reading couching time per week spent in school of which the children are aware, the children who have sensed the reading couching time more than one hour perform higher degrees than those children who thought they have never received any reading couching strategies in school on overall and multi-leveled reading motivation and strategies. Thirdly, the correlation between the reading motivation and the reading strategies exists. Fourthly, the variable of reading motivation is effective to be used to predict the variable of the reading strategy. Finally, based on the research results, several advices are suggested as consultation for future researchers.