| Summary: | 碩士 === 國立嘉義大學 === 教育學系研究所 === 102 === Abstract
The study aims to explore the relationship between classroom reading environment and reading strategy of fourth graders in Taichung City public elementary schools. The research is based on the method of questionnaire survey, adopted from Chou, Zhi-Yi’s Classroom Reading Environment Scale and Wang, Yi-Qian’s Reading Strategy Scale. A total of 658 participants from Taichung City public elementary schools were investigated, and the valid survey were 632. The data was analyzed by descriptive statistics, t-test, ANOVA, correlation and multiple regression analysis.
The main conclusions are listed below by the results of the current study.
1. The level for fourth graders in Taichung City public elementary schools is middle-up.
2. There are some differences between students with different background valuables. In gender, girls perceive classroom reading environment better and use more reading strategies than boys. In location, students from Beitun District have better perception of classroom reading environment, and students from coastline sections perform better in using social-affective strategies. In school size, students from schools over 49 classes perform better in perceiving classroom reading resource and in using cognitive strategies. In family background, students form high socio-economic status use reading strategies more frequently and show more positive interactions with classmates in reading activities.
3. There is a significant correlation between classroom reading environment and reading strategy.
4. By the findings obtained in this study, we may further suggest that children tend to have better reading performance if the schools provide better classroom reading environment, and establish reading strategies for children.
Based on the above findings, some suggestions were proposed as a reference for practical application and further research.
Keywords: classroom reading environment, reading strategy
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