An action research for the third grade students' reading comprehension and reading motivation by sharing "bridging books"

• Main Authors: Yi-zhen Wang, 王奕臻
• Other Authors: Yuh-tsuen Tzeng
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/94201910114035885510

碩士 === 國立中正大學 === 教育學研究所 === 100 === This study aimed to explore sharing "bridging books" action research, to enhance the effectiveness of reading comprehension and reading motivation for the third grade students in public elementary schoolin Chiayi County. Two intact classes were involved. The students in experimental class read 15 "bridging books" with the researcher during tutor time every Wednesday for one semester; The control class, at the same time adminstered a particular intensive reading without interactive, “bridging books” sharing activities. Three pretests were administered before implementing the reading comprehension action research: A word recognition test, a reading comprehension test, and a reading motivation test. “Bridging books” used in this study were selected based on the availability of school library and the match with students’ word recognition abilities. This study also included several comprehension strategies based on text analysis. The same pretests were administered again at the end of the program. The following conclusions were drawn: Adopting "bridging books" in reading class has no significant effects on students’ reading comprehension. This program has a positive effect on students' reading motivation and behavior. It also increase the amount of reading of the experimental students. Action research appears to improve teacher’s professional development.We suggest that emphasize the balance between "quality" and "quantity" of reading instruction to enhance children's motivation of reading and use “bridging books” as a scaffolding to help children have a better transition from reading picture books to texts.