The Effects of Guided Reading Strategy into the Online Reading Club on Reading Literacy for the 5th Graders
碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 97 === The purpose of the study was to examine the effects of Guided Reading Strategy into the online reading club on reading motivation, reading behavior and reading comprehension for the 5th Graders.A quasi-experimental design was used in this study. The fifth-grad...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2009
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| Online Access: | http://ndltd.ncl.edu.tw/handle/95930045360707867173 |
| Summary: | 碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 97 === The purpose of the study was to examine the effects of Guided Reading Strategy into the online reading club on reading motivation, reading behavior and reading comprehension for the 5th Graders.A quasi-experimental design was used in this study. The fifth-grade students of an elementary school in Taipei County were experimental objects, including 33 students of an experiment group and 33 students of a control group. Analysis of variance （ANOVA）was used to detect significant difference between two groups.
The result of the study were:
In the aspect of reading motivation, there was no significant difference between the experimental group and the control group. But the experimental group is auxiliary after the guidance online reading club, before measured displays immediately in the average score has the ratio to measure the promotion.
The result of the independent one-way analysis of covariance showed that reading behavior has a significant effect on reading behavior performance.
The experimental group in the "post-test reading comprehension tests "has a significant effect. It
from 74.06% promotes in article structure strategy type topic responding rate to 80.60%; The abstract strategy type topic responds rate from 60.60% promotes to 79.55%; The inference strategy type topic responds rate from 46.62% promotes to 68.67%.
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