A Study of Shared-book Reading Teaching on the Reading Motivation and Self-concept of New Inhabitant Students in Fourth Grade of Primary School

• Main Authors: Chang, Ching-Ju, 張靖如
• Other Authors: Yang,Shu-Hua
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/44033637322010427720

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 100 === Fourth grade in primary school is a divide of entering "learn from reading". It will become a key factor in improving the reading motivation and self-concept of students by proper guidance for reading strategy. " shared-book reading teaching" is a student-based teaching method which expects to activate the reading motivation of students by activities such as forecast, demonstration, discussion and reading, etc and promotes interpersonal interaction. The purpose of study is to explore the influence of shared reading teaching on the reading motivation and self-concept of new inhabitant students in fourth grade of primary school. By means of quasi-experimental design, the study takes 30 new inhabitant students in fourth grade of a primary school in Taichung City as the research subjects to conduct an experiment lasting for eight weeks with two lessons per week. They are randomly separated as experimental group and control group (15 students for each group), and Shared-book reading teaching method is used as the experimental variable. The experimental group is taught with the method of "shared reading teaching", while the control group is taught with general teaching method. Two groups of students are measured by scales titled "Reading Motivation of Grade Four Students Scale" and "Self-Concept of Primary School Students Scale" before and after the experiment. Moreover, data obtained from observation, interview records and feedback sheets of students is used to analyse and explore the situation of changing in reading motivation and self-concept of students. According to the results, the study concludes the following major findings: 1. Shared-book reading teaching contributes to the improvement of reading motivation of new inhabitant students in grade four. Moreover, it concludes the further findings that the improvement of internal reading motivation is better than external reading motivation; parent-child reading is better than individual reading; keep reading every day, even less than 30 minutes, it can still help to improve reading motivation. 2. Shared-book reading teaching contributes to the improvement of the whole self- concept and family self- concept of new inhabitant students in grade four. Not only the whole self-concept of new inhabitant students in experimental group have improved, but their school self-concept have improved as well. 3. Shared-book reading teaching has a delayed influence on the whole and internal reading motivation of new inhabitant students in grade four, but it has no delayed influence on the external reading motivation. Finally, according to the result, the researchers propose suggestions as references for educators and future research.