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Student Number 93127007
Author Tsui-Hsiu Kuo(郭翠秀)
Author's Email Address No Public.
Statistics This thesis had been viewed 5082 times. Download 3750 times.
Department Graduate Institute of Learning and Instruction
Year 2006
Semester 1
Degree Master
Type of Document Master's Thesis
Language zh-TW.Big5 Chinese
Title Relations Between Reading Instruction, Reading Motivation, and Reading Behavior of Fourth-Grade Children: Based on PIRLS 2005
Date of Defense 2006-11-27
Page Count 122
Keyword
  • PIRLS 2005
  • reading behavior
  • reading instruction
  • reading motivation
  • Abstract In this study, relations between reading instruction, reading motivation, and reading behavior of fourth-grade children were investigated based on the teachers’ and students’ questionnaires of Progress International Reading Literacy Study 2005. Activities of reading instruction, strategies of reading instruction, and types of reading materials that teachers used for reading instruction were examined. According to the response frequency in the questionnaire for teachers, extremely high and low groups were divided by each item. Reading motivation and reading behavior of the students that were taught by the teachers of these extreme groups were tested. The results suggested that activities of reading instruction guided or demonstrated directly by teachers were related to lower negative motivation of reading; while activities of reading instruction engaged by students were related to higher positive motivation of reading. The results of reading instruction strategies suggested that to improve reading motivation and reading behavior of students, text comprehension strategies of reading had larger effects; while inferential comprehension strategies of reading didn’t have significant relations. As for the types of reading materials that teachers used for reading instruction, the results suggested that the degree of difficulties of reading materials that teachers used had to depend on the abilities of students. Moreover, narrative types of reading materials were related to reading motivation and reading behavior of students.
    Table of Content 第一章 緒論……………………………………………………………………1
     第一節 研究背景與研究動機………………………………………………1
     第二節 研究目的與研究問題………………………………………………3
     第三節 名詞釋義……………………………………………………………4
    第二章 文獻探討………………………………………………………………6
     第一節閱讀概說……………………………………………………………6
     第二節閱讀行為、閱讀動機與閱讀理解的關係…………………………7
     第三節影響閱讀動機、閱讀行為與閱讀理解之相關因素………………18
     第四節閱讀策略教學………………………………………………………35
    第三章 研究方法………………………………………………………………42
     第一節研究資料來源………………………………………………………42
     第二節研究對象……………………………………………………………42
     第三節研究工具……………………………………………………………43
     第四節資料分析方法………………………………………………………49
    第四章 結果與討論……………………………………………………………58
     第一節不同閱讀教學活動與學生閱讀動機及行為之關係………………58
     第二節不同閱讀策略教導與學生閱讀動機及行為之關係………………76
     第三節不同閱讀教材或書籍種類與學生閱讀動機及行為之關係………89
    第五章 綜合討論…………………………………………………………………103
     第一節 閱讀教學與學生閱讀動機及行為之關係…………………………103
     第二節 結論…………………………………………………………………113
     第三節 研究限制與建議……………………………………………………115
    參考文獻……………………………………………………………………………117
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    Advisor
  • Pei-Fen Chang(張佩芬)
  • Hwa-Wei Ko(柯華葳)
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    Date of Submission 2007-01-11

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