持續安靜閱讀對國小一年級學童識字能力與閱讀興趣之影響

The Effects of Sustained Silent Reading on First Graders' Word Recognition and Reading Interests

本研究旨在探討持續安靜閱讀對國小一年級學童識字能力與閱讀興趣之影響。本研究採不等組前後測準實驗設計，以澎湖縣某國小一年級兩個班的56位學生為研究對象，一班為實驗組，人數28人，接受持續安靜閱讀；另一班為控制組，人數28人，未接受持續安靜閱讀。實驗時間共16週，每週5天，每天10分鐘。本研究之主要發現包括：(一)持續安靜閱讀對國小一年級學童的識字能力之提升效果不明顯。(二)持續安靜閱讀能有效提升國小一年級學童之閱讀興趣。(三)學生對於參與持續安靜閱讀多抱持正面看法。(四)家長對於推行持續安靜閱讀之意見回饋多為正面肯定。

The purpose of this study was to investigate the effects of sustained silent reading (SSR) on first graders' word recognition and reading interests. The pretest and posttest nonequivalent group experimental method was adopted. Fifty-six 1st graders in an elementary school in Penghu County served as participants and were divided into the experimental group and the control group. Twenty-eight students in the experimental group received sustained silent reading. Twenty-eight students in the control group didn't receive sustained silent reading. This study took sixteen weeks, five days per week, and one ten-minute session each day. The findings of this study are as follows: (1) The experimental group scores on word recognition did not have significantly different with the control group. (2) The experimental group scores on reading interests were higher than the control group. (3) Students in the experimental group had positive attitude toward the sustained silent reading. (4) The parents had positive attitude toward the sustained silent reading.