| Summary: | 碩士 === 臺東師範學院 === 兒童文學研究所 === 91 === Abstract
The objective of this research is to discuss the affections of children’s reading behavior by their gender, education, social status of a family, reading motivation, and reading environment. The survey was conducted via personal observations; in-depth interview and questionnaire analysis, meanwhile, 18 boys and 18 girls from Fifth and Sixth Grades Children of an elementary school in Taichung were taken as sampling. Reader－Response Theory is applied to clarify the importance of young readers in order to create interests in reading.
The investigations of this study are as follows:
1. There are significant differences between boys and girls when choosing novels or comic books of Fifth and Sixth Grades Children.
2. It is to be discussed that whether Fifth and Sixth Grades Children’s reading interests will be affected by education or family’s social status.
3. Reading motivation will have significant influences on boys rather than girls.
4. Reading environment is relevant to Children’s reading choices.
5. Boys of Fifth and Sixth Grades Children prefer biographies in children’s literature.
6. Girls of Fifth and Sixth Grades Children prefer humorous or romantic stories.
7. The reading reaction of boys are more action-oriented, on the other hand, girls are more emotion-oriented.
Some suggestions are proposed to different parties as follows:
1. To reading environment in a class: inform administrative system in order to get effective supports.
2. To schoolteachers: improve the skill of asking questions and encourage students to compare and analyze similar questions.
3. To general publications: classify publications for children by different ages.
4. To medias and Internet: do not make specific comments for children’s programs.
5. To government and authorities: execute diversified strategies with non-official organizations and communities.
keywords：
Fifth and Sixth Grades Children ，Reading，Leisure reading，
Reading efficacy，Reading environment，Reader－Response Theory ，text
|
|---|
