The Study of Shared-book Reading on Reading Motivation and Reading Comprehension of the fifth Graders with Low Reading Skills

• Main Authors: Wei Ling Yin, 魏伶茵
• Other Authors: Liu Ming Sung
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/37748884604662263461

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 102 === The purpose of this study was to explore the effects of shared-book reading instruction on reading motivation and reading comprehension of the fifth graders with low reading skills, and hoped to promote students’ reading motivation and reading comprehension. The subjects were thirty fifth graders with low reading skills in an elementary school in New Taipei City, and the method of this study was reading motivation and reading comprehension. The quasi-experimental design method of “the pre-test and the post-test nonequivalant groups design” was adopted.Students in the experimental group have to take classes in which shared-book reading instruction were taught twenty classes over a ten-week period.The Motivation for Reading Questionnaire and Reading Comprehension ability test were used to measure the outcomes, including the pre-test and post-test. In addition, the data of questionnaire, teaching feedback sheets and observatory records were analyzed in order to explore effects of students’ reading motivation and reading comprehension The results indicated as follows: 1. Shared-book reading instruction positively affects the student reading motivation immediately. 2. Shared-book reading instruction positively affects the student reading cprehension immediately. 3. Shared-book reading instruction was willingly accepted and satisfied by the students of experimental group. Finally, based on the results, it provided suggestions for teaching practice and future research.