| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 106 === Abstract
The purpose of this study is to explore the influence of morning reading on reading comprehension and Chinese learning effect to secondary school students. We study and design the tests of unequal groups in the survey, with the morning reading activity of the questioning type as the independent variables, and the reading comprehension and Chinese learning effect of the third-year junior high school students as the dependent variables. Next we use reading comprehension tests and monthly textbooks examination achievement as the quantitative assessment tool. Finally we use statistical methods to understand whether its implementation achievement is remarkable.
The object of study is the Flowers (alias) junior school students in Kaohsiung. The researcher tutor class is the question-type morning reading group, doing morning reading activities of questioning style. Another two classes is the control group, with the morning reading group doing traditional morning reading activities, and the examination group not doing morning reading activities. The question-type morning reading group received a total of 14 weeks of experimental activities. Before and after the experiment, all the three groups received the same before , after, and follow-up tests at the same week.
We conclude the result with the use of t-Test, ANOVA verification and students ' feedback forms, which is as follows:
First, "Quiet reading", "suitable environment" and "continuous reading" are the most helpful strategies for students. Second, the question-type morning reading can enhance the reading comprehension of the middle school students. Third, the question-type morning reading can not enhance the students Chinese learning effect.
The researcher also provides suggestions to teachers, administrators and related future research:
First, morning reading activities should go with proper strategies.
Second, question-type morning reading activities should be done more as it can enhance students ' ability.
Third, the administrative unit should give more assistance.
Fourth, research time should be extend.
Fifth, writing scores should be separated to understand whether morning reading is helpful in writing skills.
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