The Correlation between the Reading Preference and Reading Comprehension Ability Among Junior High School Students at Seven Grade Level

• Main Authors: Shin-Yen Lin, 林欣燕
• Other Authors: Yih-Sheue Lin
• Format: Others
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/39163813202326767659

碩士 === 國立東華大學 === 教育與潛能開發學系 === 104 === The aim of this study is to understand seventh grade student reading preference and reading comprehension ability through different types of background variables to analyze its differences and relatedness. This study used questionnaires administered to 7th grade students enrolled in schools under the jurisdiction of the Ilan County Government, using the stratified cluster sampling method, a sample size of 300 students was obtained, of which valid sample is 286. Questionnaires included "Seventh Grade Students Reading Preference Questionnaire" and "Reading Comprehension Diagnostic Test", statistics evaluated in descriptive method, Chi test, and multiple regression analysis, results are as follows: A) Different background variables of seventh grade students reading preference showing significant statistical differences: (a) Gender showed significant statistical differences in "geographic, and history " and "inspirational", "natural, and science", "sports", and "comic, electronic play solution " and "love story " books. (b)Urban-rural-gap showed statistically significant differences in books related to "geography and history", "inspirational" and "adventure, reasoning". (c) Schools not offering reading courses in their curriculum showed high statistical significance in "biography, true stories", and fair statistical significance in "nature and science" and "adventure, reasoning" type of books. B) Different background variables of seventh grade students reading comprehension showing significant statistical differences: Gender showed significant statistical differences in "integration" and "inference" items in "inference to understand". Urban-rural-gap also showed statiscally significant differences in "meaning of words", "inference to understand", and "overall reading comprehension". Presence of reading course in the curriculum also showed statistical difference with regards to "reasoning to understand" and "overall reading comprehension ability", whereas "the literal meaning of the words" did not have a significant difference. C) Different types of reading preferences among seventh grade students have predictive value for their reading comprehension abilities. Individual variables for predictive value for reading comprehension abilities are "inspirational type" with "meaning of words" and "inference understanding" having statistical significance of p<.05, hence with predictive power; while the "overall reading comprehension", "grammar analyzing capability ", and "reasoning ability " yielded p value <.001, with the most predictive power. Conclusions: This study, in accordance with the above recommendations, could serve as reference for personnel working in the education field and for future researchers.