Please use this identifier to cite or link to this item:
The Effect of a Picture Book Program on Taiwanese Junior High School Students' Development of Reading Ability
English picture books
This study aims to investigate the effect of a picture book program on Taiwanese junior high school students’ development of reading ability. The students’ perceptions of this reading program are also of interest to the present study. In the present study, 19 eighth-graders in Taipei participated in an elective course, including a four-week picture book program that provided the students with two 45-minute reading sessions each week. During the program, four picture books regarding topics more interesting to the students or closer to their life experiences were chosen as reading materials. After the shared reading in class, the students were asked to finish a worksheet based on the picture book of the week. The instruments adopted in the study are as follows: comprehension tests, motivation to read questionnaires, worksheets, semi-structured interviews, and reflexive teaching journals. Quantitative and qualitative data obtained from the above-mentioned were then carefully analyzed and discussed. The results reveal that, quantitatively, the picture book program failed to aid the EFL learners in developing their reading ability. However, the students’ reading abilities tend to be concentrated after completing the program. Qualitatively speaking, the students found many of the reading activities beneficial to the improvement of English reading ability. Moreover, the program enhanced the learners’ reading motivation effectively, thus continuing their interest in further reading. According to the present findings, it is suggested that the picture book reading program benefited Taiwanese junior high school students in reading ability as well as reading motivation. It is thus proposed that picture book programs be incorporated into the English curriculum in Taiwan, and various effective reading activities be included to increase junior high school students’ reading comprehension and reading motivation.
|Appears in Collections:||學位論文|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.