| Summary: | 碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 105 === This study aims to explore how the development and implementation of multiple strategies by preschool teachers can promote the interest in reading for three-year-old children.Four children in the class who showed a low interest in reading were chosen as the target subjects.Data sources included behavior observation of the children, interview with parents and the collaborative teacher, rating scales for interest in reading, teaching and weekly reflection notes. Multiple strategies applied to promote children’s interest in reading were initially developed based on literature review, and modified in response to children’s behavioral changes and feedback.
There were eight strategies implemented and found to be effective during the action process: reorganizing the space layout of the language corner, conducting relevant reading activities, selecting age-appropriate reading materials, guiding children’s reading habits, creating novel, role playing, designing physical games merged with stories and the Penguin’s theater.
The changes of children’s interest in reading could be measured using a rating scale: increase in reading timer , the number of books read, frequency of active reading, the number of entering the language corner, the time extend of borrowing books, as well as observing the way children turning pages, interacting with books, and sharing stories with others.
The findings are concluded as the below: First, teachers using diverse strategies can improve the reading interest of three-year-old children. The process involved many opportunities for children to get more familiar with reading , such as decorating the language corner to be more attractive and comfortable, providing age-appropriate reading materials, rendering free choices of books and reading activities for children, establishing the role model of reading.Moreover, the guiding of reading related activities also had an impact on the children’s reading. By using different types of reading media, children could experience a more diverse way of connection with reading like playing games and creating drama.Second, to achieve the best results, children's developmental status, reading ability and interests should be considered in the design and selection of strategies.
This study provides the following implications for practices of preschool teachers and future research. In addition to improving their knowledge in reading, preschool teachers need to attend to children's personal and developmental characteristics in designing diversified reading activities. As for main taining the reading interest, it is more important tofoster children’s internal motivation, as opposed to external reward.
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