A Research on the Relationship between Family Literacy Environment, Flow and Reading Behavior of Immigrant Children among Fifth and Sixth Graders.

• Main Authors: Liang-Ching Chen, 陳良璟
• Other Authors: Hai-Hon Chen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/30982324249851787031

碩士 === 國立臺南大學 === 教育學系課程與教學教學碩士班 === 103 === The purpose of this study was to explore the current status and relationship between family literacy environment, flow and reading behavior of immigrant children among fifth and sixth graders. Mother nationality, parents educational level, family structure were examined. The study subjects were the immigrant children among fifth and sixth graders of Tainan city in 103 academic years. 298 students were selected as samples to fill in the questionnaire, and the valid questionnaires were 262. The data was analyzed by descriptive statistics, ANOVA, chi-square test, and correlation. The results were concluded from the questionnaire analysis and interviews with five students for flow experience. The results of the study are listed below. 1. The family literacy environment of immigrant children among fifth and sixth graders is lower than the average; flow is better than the average; reading about 30 minutes everyday, reading 1-2 books everyday, spending on reading more during winter and summer vacation; reading frequency is better than the average. 2. Immigrant children among fifth and sixth graders of different mother nationality and parents educational level show significant differences in family literacy environment. 3. Immigrant children among fifth and sixth graders of different mother educational level show significant differences in flow. 4. Immigrant children among fifth and sixth graders of different mother nationality show significant differences in reading time and quantity; different father education level show significant differences in reading time; different family structure show significant differences in reading quantity. 5. Immigrant children among fifth and sixth graders’ family literacy environment are related proportionately to flow and reading frequency of reading behavior. According to the results from this study, some suggestions were proposed as a reference for school, teacher, parents and future research.