A Research for the Relationship between Sustained Silent Reading and Behavior of Elementary School Students

• Main Authors: Tsui-Shan Hsieh, 謝翠珊
• Other Authors: 吳克
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/19427231114347149373

碩士 === 健行科技大學 === 國際企業經營系碩士班 === 104 === In contrast with the popularity of Internets, to promote the prevalence of reading activities is a difficult, but important priority. Many experts and educators state regular reading activities are beneficial for different performances of students. The purpose of this research is to explore what environmental conditions can affect reading and the relationship between reading activities and behavior of students. The method of this research is qualitative, adopting both interviews and observations. 24 students studying in Year 5 in an elementary school in Pingzhen District, Taoyuan City, Taiwan participate this research, and the researchers observe the sustained silent reading activities of the participants for one year. The teacher’s comments and counseling histories on the participants’ record cards are used to generate corresponding profiles about the pre-Year-4 and Year-5 behavior of the participants. In addition, the thoughts of the teachers of different subjects, participants, and students’ parents are collected, and findings of the practice teacher and researchers obtained from observing the participants are also taken into account, in order to have accurate and comprehensive profiles about the behaviors of the participants. The findings of this research are summarized as follows: 1.The aspect of reading attitude: The following factors contribute to participants’ enthusiasm for reading: the quantity of books in their residences are more; parents co-participate the reading activities of their children; reading habits is acquired by them before Year 5; and they spend less time on 3C products. 2. The aspect of behavior: The following factors contribute to participants’ behavior: the quantity of books in their residences are more; parents co-participate the reading activities of their children; reading habits is acquired by them before Year 5; and they spend less time on 3C; the more enthusiasm for reading; and reading literature works has more significant improvement on the behavior of the participants.