| Summary: | 碩士 === 國立臺中教育大學 === 課程與教學研究所 === 99 === The action research was adopted in the class to address the lack of reading comprehension and motivation. 30 sixth graders in the class taught by the researcher were the study objects. There were 60 lessons within 20 weeks in the action research process from December 2010 to May 2011. The proposed course in this study was based on the theories discovered through paper survey and comments from adviser and two colleagues during the period of research. It was expected to reveal the authentic teaching journey through the notes of introspection, records of observation, documentations, interviews, test of reading comprehension, questionnaire of reading motivation, and etc. Quantitative data was analyzed by using paired-sample t test to compare the difference between pretest and posttest. The results and discussions on the problems and resolutions encountered during teaching were presented in this study to provide educators with recommendations of theory and practice. The conclusions were enumerated as follows:
1. Applied SQ3R strategy in the process of reading teaching
(1) Arranged reading activity in the morning and regular time of reading instruction.
(2) Enhanced students to contact books, urged students have the initiative to read.
(3) Applied three steps “question”, “read”, “recite” in a circulating process.
(4) Applied SQ3R strategy help students to grasp the keynote of the composition.
(5) The questioning types affected students the development of reading comprehension.
(6) The group discussion enhanced the effectiveness of students to apply SQ3R strategy.
(7) Selected books which were related to students’ life experience, fit to students’ cognition development
(8) Reviewed the narrative text and the expository text in different way.
2. The improvement of reading comprehension for students with SQ3R strategy
(1) SQ3R strategy helped students acquire a better reading comprehension.
(2) Discussion helped student draw inferences from content.
(3) Adjusted teaching methods by students’ individual differences to enhance the learning effect.
3. The improvement of reading motivation for students with SQ3R strategy
(1) The group discussion helped the students acquire a better reading motivation.
(2) Wrote the reading note constantly might affect the result of reading motivation.
(3) Establishment of reading environment affected the result of reading motivation.
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