| Summary: | 碩士 === 國立中央大學 === 學習與教學研究所 === 95 === 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.
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