| Summary: | 碩士 === 國立屏東教育大學 === 教育視導與評鑑碩士學位學程 === 102 === The purpose of this study was to explore the effect of sustained silent reading on primary grade students’ word recognition, reading fluency and reading motivation.
Using the quasi-experiment design, two first grade classes from a primary school in Kaohsiung City were chosen. One of the classes “composed of twenty-four pupils” was the experimental group. They did sustained silent reading in place of raditional reading instruction. The other class “composed of twenty-five pupils” was the control group. They recieved traditional reading instruction. The experiment lasted fourteen weeks, to analyze the score difference of the “Primary Assessments for Instruction in Reading” , the “Sight Word Fluency Test ” , and the “Reading Motivation Scale” and the family backgrounds.
The results of the study indicated :
1. Sustained silent reading is superior to traditional reading instruction in primary grade students’ word recognition.
2. After the end of the study, the two groups did not have obvious differences in the Sight Word Fluency Test.
3. Sustained silent reading is superior to traditional reading instruction in primary grade students’ reading motivation.
4.The different family backgrounds of the student in the experimental group, like the mother's education level, the father's professional background and their respective socioeconomic status had a significant impact on students’ word recognition.
5.The student in inexperimental group whose parents have university degrees demonstrated a significantly higher accuracy in reading fluency.
6. The student in experimental group whose parents have lower education level showed a greater increase in reading motivation.
7. The student in experimental group whose mother are housewives were superior to other pupils in reading motivation.
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