The Influence of Drama in Education into Reading Instruction on Reading Comprehension and Reading Behaviors of Fourth Grade Students

• Main Authors: Jhong, Yi-Jyong, 鍾宜君
• Other Authors: 顏若映
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/04273047626554734539

碩士 === 國立臺灣藝術大學 === 藝術與人文教學研究所 === 103 === The research focuses on the influence of reading comprehension and reading behaviors in PIRLS by Drama in Education into instructional reading. An experiment designed with pre-test and post-test non-equivalent control group is conducted in this study. Fifty students are drawn from an elementary school in Nantou City as the subject. Among them, twenty-five students are set as the experiment group. The other twenty-five students are assigned to be the control group. Students in the experiment group have to take classes in DIE of reading comprehension and reading behaviors strategy which are used and these classes last for eight weeks. Each class is taken once a week and forty minutes per class. In contrast, students in the control group have to accept common of reading instruction. The researcher carries out the pretest and posttest on the experiment and control group separates by using the revised ”PLRLS 2011 test and item” and tries to find out the difference in grade between the two groups by using ANOVA and T-test.According to the data analysis in the study, relevant results of the study are listed as the following: 1.After carrying out the Drama in Education into Reading Instruction, the experiment group had an obvious reading comprehension difference between the second unit and the fourth unit, but the first one and the third one didn’t. 2.The experimental group’s reading comprehension was not superior of the comparison group. 3.The experimental group students show an above average results of the reading classes by Drama in Education. 4.The Effect of Education in Drama into Reading Instruction obtained the positive feeling and acceptability of the experiment students. 5.Participants in the experimental group have positive responses to reading comprehension and reading behaviors by Drama in Education.