The Effects of Shared-book Reading Instruction on Reading Comprehension Ability and Reading Attitude of Primary Grade Students

• Main Authors: Cheng, Ting-Yu, 程婷鈺
• Other Authors: Yin, Mei-Chun
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/4e57p3

碩士 === 國立臺南大學 === 教育學系課程與教學教學碩士班 === 102 === The purpose of this study was to explore the influence of shared-book reading instruction on the reading comprehension ability and readig attitude of econd grade students;futhermore, this study attempted to understand the students’ response toward the curriculumand offered specific recommendations based on the findings.This study employed quaised-experimental of nonequivalent pretest-posttest control group design. The subjects were second-grade students of two classes in one elementary school. One of those two classes was the experimental group composed of twenty-five pupils given shared-book reading instructioninreading class while the other class was the control group also composed of twenty-seven pupils reading by themselves in reading class and didn’t offer any reading instruction. The experimental curriculum had lasted for fourteen classes within seven weeks. “Reading Comprehension Test ” and “Reading Attitude Questionnaire” were used as instrument to collect data. One-way Analysis of Covariance (ANCOVA) was use to analyze the data . After the program, “Reading Curriculum Reward Form” and teaching notes were gathered as qualitative data to assist the analysis of the curriculum’s effectiveness.The followings were the conclusions of this study: 1. The reading comprehension ability of experimental group students was significantly outperformed than the control group students. 2. The reading attitude of experimental group students was significantly higher than the control group students. 3. Experimental group students responded positively and affirmatively to the shared-book reading instruction. Finally, based on the conclusions, this study proposed concrete suggestions to reading instruction, and future researches.