The Effects of Modeled Sustained Silent Morning Reading on Reading Comprehension Ability and Reading Attitude：A Case Study of Fourth-graders in Elementary School

• Main Authors: WANG,CHIU-CHEN, 王就貞
• Other Authors: 吳訂宜
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/39691579138917836518

碩士 === 高苑科技大學 === 經營管理研究所 === 104 === Abstract The acquisition of a lifelong learning habit enables students to cultivate the ability of thinking independently and establishing an extensive knowledge system. Based on the importance of reading and the fact that interest is the motive for reading, the researcher chooses Modeled Sustained Silent Morning Reading (MSSMR) as the research subject. In the hope of achieving the best personalized automatic learning, the research respects students’ individual differences and adopts a way in which students choose their reading materials freely. Besides, in the research, the teacher works as a role model to encourage students to read. This study aims to investigate the effects MSSMR has on fourth-graders’ reading comprehension ability as well as on their reading attitude. This study adopted the nonequivalent group pretest-posttest design. The subjects were fourth-graders in two classes, each of which consisted of 27 students. Students in the experimental group were doing MSSMR while those in the control group were doing regular morning activities. The experiment lasted for sixteen weeks, thirty minutes a day and three days a week. The subjects were given a pretest and a posttest with reading comprehension exercises and reading attitude questionnaires. With the pretest result being a covariate variable and the posttest result a dependent variable, the researcher conducted a one-way ANCOVA to compare the difference between these two groups in terms of reading comprehension ability and reading attitude. In addition to the statistics, the researcher also did qualitative analysis based on students’ feedback, interviews with students and their parents, and teachers’ journals. The conclusion was drawn as follows. First, MSSMR fails to greatly elevate fourth-graders’ story reading comprehension ability. Second, MSSMR helps to greatly elevate fourth-graders’ essay reading comprehension ability. Third, MSSMR has a remarkably positive effect on fourth-graders’ reading attitude. There is an apparent difference between the experimental group and the control group in terms of “beliefs,” “feelings,” and “behaviors.” Fourth, MSSMR is a feasible reading activity and also a good method of class management. Keywords: Modeled Sustained Silent Morning Reading (MSSMR),reading comprehension ability,reading attitude