| Summary: | 碩士 === 臺北市立大學 === 心理與諮商教學碩士學位班 === 102 === The study was aimed at investigating the changes of group cohesiveness and reading comprehension ability after the implementation of class reading program among fourth graders. According to the literature, group cohesion is a dynamic process (Carron, 1982), which enabled group members to cooperate, integrate and participate with each other resulting in trust, attraction, caring and harmony within the group (Law, 1984; Cheng, 2008). In this study, group cohesiveness was defined with four dimensions: group adaptation, interpersonal affiliation, teamwork and interpersonal attraction.
One-Group Pretest Posttest Design and tracking measurement were conducted among 13 participants (10 boys and 3 girls) of an elementary school in New Taipei City. The class reading program was done once a week for 80 minutes lasting for 3 months. The participants took “Group Cohesiveness Scale” and “Chinese Reading Comprehension Test” before and after the reading program. Paired-sample t-tests were conducted to compare the changes of group cohesiveness and the reading comprehension ability. Course feedback sheet, program procedure review sheet and interview data supplemented statistical results.
The results showed that:
1. The four group cohesion dimensions (group adaptation, interpersonal affiliation, teamwork and interpersonal attraction) were significantly increased after the implementation of class reading program.
2. Participants’ reading comprehensions ability increased after the implementation of class reading program.
3. The class reading program brought positive outcomes toward group cohesion and the reading comprehension ability.
Some theoretical and practical implications was discussed.
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