An Experimental Study of Sustained Silent Reading on the Third Grade Students’ Reading Motivation and Reading Comprehension

• Main Authors: Kai-Li Ding, 丁凱莉
• Other Authors: Sen-Huei Tsai
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/e3zbe7

碩士 === 淡江大學 === 教育科技學系數位學習碩士在職專班 === 107 === This study mainly aims to explore the effects of sustained silent reading on the third graders’ reading motivation and reading comprehension. Also, it concludes with recommendations for classroom practice and future research. Thirty-three third-grade students from one class in a public elementary school in New Taipei City have participated in the sustained silent reading activity for seven months (two semesters). In this present study, single-group pretest-posttest design was employed. In addition, two research instruments, including the Motivation for Reading Questionnaire (MRQ) and Growth Assessment of Reading Comprehension, were used to analyze survey data. The results indicated that (1) sustained silent reading did not foster reading motivation. (2) However, sustained silent reading significantly improved the children’s reading comprehension, (3) particularly of long narrative texts and short descriptive texts. Besides, (4) sustained silent reading apparently had an impact on low-level students’ reading comprehension. The research data showed that the coefficient on the ability score was positive. On the contrary, (5) for students at a high level of competence, the coefficient on their ability score presented V curve during sustained silent reading activity.