| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 101 === The purpose of this study was to explore the influence of fourth grader’ reading comprehension and reading attitude with digital reading instruction. The study subjects were 9 elementary school fourth graders. The instruction lasted two periods a week for 8 weeks. The researcher adopted the action research. The digital reading instruction was conducted by teaching students to complete reading comprehension worksheets to prompt students’ comprehension of the story. The questions of reading comprehension worksheets include understanding and integrating essentials of the context, summarization and the relation between story and personal experience. The digital reading instruction was divided into 3 stages: “teacher modeling”,”teacher guiding”,”students operation”. During research time, by analyzing recordings of teaching activities, reading comprehension worksheets, teacher’s observation records, the researcher’s notes, digital reading attitude scale, interview, the researcher obtained the following results:
1.The digital reading instruction helps students’ reading comprehension.
2.The digital reading instruction has a positive impact on students’ reading attitude.
3.After the digital reading instruction, the researcher believes that this digital reading teaching mode is feasible. Through the guidance of teacher and constant correction, students could eventually self-digital reading to reading comprehension.
Based on the conclusions, some suggestions were made for reference to the teaching applications and future research.
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