Study on E-reading behavior and reading comprehension of the sixth graders of elementary school

• Main Authors: Fang, Hsuan-Yi, 方宣懿
• Other Authors: Lai, Yuan-Ling
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/14565368052531044802

碩士 === 國立臺中教育大學 === 區域與社會發展學系碩士班 === 100 === This study aims to understand the present situation of E-reading, E-reading behavior and reading comprehension of the sixth graders of elementary school in Taichung, to analyze the difference between E-reading behavior and reading comprehension based on the varied background, and to research the situation relating to the sixth graders’ E-reading behavior and reading comprehension. The way of questionnaire is principally adopted in this study and interview is subsidiary. A questionnaire survey for 334 students of the sixth graders of elementary school in Taichung City was conducted. 315 effective questionnaire are collected. The attained data of questionnaire is analyzed by relying on the statistical methods, such as percentage, frequency distribution, analysis of means, t-test, one-way ANOVA, Pearson product-moment correlation coefficient. The main findings in the study is as follows: 1.School children’ principal reading method is to “glance over at random without any purpose”, the main motive of E-reading is for fun and leisure. 2.In peacetime, winter and summer vacations, the average of the school children being engaged in E-reading daily is within 30 minutes, the contents of website they are the most reading are “recreation and amusement” the contents of E-news they are the most reading are the break news in Yahoo! 3.To the frequency of E-reading, the school children’s surfing online for information every week are higher. In the fun of E-reading, reading “non-literature books” is more often than not. 4.The reading comprehension of the sixth graders of elementary school in Taiwan is good. 5.Partial E-reading behavior and partial test for reading comprehension exist difference among the school children in different sex; but there is no discrepancy of entire E-reading behavior among school children in different sex. 6.The years of the school children in different sex using net to have E-reading are different, but no difference in the comprehension test for reading to the years of the school children using the net. 7.There is variation of E-reading behavior that the school children did under software and hardware being different in their home, but no variance existing in the test for reading comprehension by means of different software and hardware in their home. 8.The entire E-reading behavior the school children did is nothing to do with the reading comprehension. To follow the conclusion of this study, present the related suggestions to the educational administration authorities, library, school, parents, researchers in the future for their reference.