英文摘要 |
It is worthwhile to investigate the effects of longitudinal changes in reading skills on academic achievement of junior high school stu¬dents. The purpose of this study is to analyze the trajectories of reading skill changes of 1,586 students during the five semesters in Keelung city through the database of Keelung city junior high school students’learning status, and understood the effects of reading skill on academic achieve¬ment. Through the analysis of the correlation coefficient, repeated mea¬sures analysis of variance, the regression analysis, and the latent growth model, the conclusions were as follows: The trajectories of reading skill changes of junior high school students during the five semesters showed a W-shape phenomenon, and the worst reading skill was found in the first semester of grade 9, and the worst reading skill in the second semester of grade 8. The worst reading skills were found in the first semester of ninth grade, the best reading skills were found in the second semester of eighth grade, and there was a significant difference between the first semester of eighth grade and the first semester of ninth grade, while there was no significant difference between the other semesters. The higher the read¬ing skills of the seventh graders, the better the academic achievement in the second semester of the ninth grade. Meanwhile, the change of read¬ing skills in the fifth semester of the junior high school students had a positive effect on the academic achievement in the second semester of the ninth grade. The characteristics of this study were that the reading skills of junior high school students have not developed steadily, which pointed out the myth that reading skills will get better with the semester, and that changes in reading skills had an enhancing effect on the academic achievement of ninth graders. Schools should track students' reading skills over a long period of time, and teachers and parents should teach their children reading skills and strategies. |