Effects of Picture Book Reading with Differentiated Instruction on English Reading Performance and Interpersonal Relationship for Seventh Graders in Pingtung

• Main Authors: KAO, CHIEN-HAN, 高千涵
• Other Authors: CHANG, YIH-FAN
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/57faej

碩士 === 國立高雄師範大學 === 英語學系 === 106 === As regards practical reading instructions, picture books and differentiated instruction are considered effective. However, few research so far have investigated the impacts of the integration of these two elements, and little research focused on the combination of differentiated instruction and cooperative learning. The current study aimed to investigate the effects of picture book reading with differentiated instruction on promoting the learners’ English reading performance and interpersonal relationship. The participants were fifty-three seventh graders from two intact classes in Pingtung, and the two classes were respectively assigned as the experimental group and the control group. In twelve weeks, the experimental group received picture book reading with differentiated instruction, while the control group received teacher’s direct reading instruction. The subjects’ English reading comprehension and attitudes toward interpersonal relationship before and after the instruction were compared by t-test. The results revealed that the intervention had a positive effect on the students’ reading comprehension. In addition, the low-, intermediate-, and high-level students all had progressed in their reading comprehension ability. Both the high and intermediate achievers had significant improvement after the intervention.