A Study of Group Reading Behaviors of Primary Grade Students

• Main Authors: Kai-Lin Chen, 陳凱琳
• Other Authors: Tien Chang Shen
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/88426359968493066465

碩士 === 國立嘉義大學 === 國民教育研究所 === 93 === Abstract This study explores the interaction and group reading behaviors of 5 primary grade students through observation, interview, and content analysis. Thirty-six recorded and transcribed group reading events and other data were analyzed. Major findings are presented as follows: 1) Friendship promotes reading behavior and maintains reading habits. 2) The social interaction and socio-constructivist processes of learning in group reading increase students’ reading interest and self-reflection. 3) Teacher led group reading activities expand and deepen students’ understandings of texts. 4) Intertextual connections made by the teacher and students in their dialogues with and about texts provide opportunities for students to develop multiple views. The following are the pedagogical implications drawn from the results of this study: 1) The teacher, in planning group reading activities, allows students to choose texts which interest them. 2) Books on the same theme or by the same author are preferable as they facilitate intertextual linking during meaning making. 3) The teacher should develop a rich repertoire of reading strategies themselves so they will be more ready to give strategy instruction during group reading activities. y in order to conduct the students to do the group study and the literature discussion. 4) The teacher should take advantage of the social dynamic in group reading to enhance social coherence of the group which may in turn facilitates students’ reading development.