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A comparative study of improvements ...

Sims, James Mitchell.

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A comparative study of improvements in reading comprehension of skill-based instruction and extensive reading for pleasure with Taiwanese freshman university students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparative study of improvements in reading comprehension of skill-based instruction and extensive reading for pleasure with Taiwanese freshman university students./
作者:	Sims, James Mitchell.
面頁冊數:	126 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-08, Section: A, page: 3368.
Contained By:	Dissertation Abstracts International57-08A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9700193
ISBN:	9780591063820

A comparative study of improvements in reading comprehension of skill-based instruction and extensive reading for pleasure with Taiwanese freshman university students.
Sims, James Mitchell.

A comparative study of improvements in reading comprehension of skill-based instruction and extensive reading for pleasure with Taiwanese freshman university students. - 126 p.

Source: Dissertation Abstracts International, Volume: 57-08, Section: A, page: 3368.

Thesis (Ph.D.)--The Florida State University, 1996.

This study examines and compares the improvement of Taiwanese university freshmen taught by either a skill-based or extensive reading for pleasure approach. While skill-based reading instruction remains the dominant approach in an English as a Foreign Language (EFL) classroom, reading researchers have found positive results in using extensive reading and, to a lesser degree, pleasure reading to improve reading comprehension. However, little research has been done to actually compare the differences in reading comprehension improvement using either a skill-based approach and the combination of both extensive and pleasure reading.

ISBN: 9780591063820Subjects--Topical Terms:

2122778
Bilingual education.

A comparative study of improvements in reading comprehension of skill-based instruction and extensive reading for pleasure with Taiwanese freshman university students.
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245 1 2 $a A comparative study of improvements in reading comprehension of skill-based instruction and extensive reading for pleasure with Taiwanese freshman university students.
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500 $a Source: Dissertation Abstracts International, Volume: 57-08, Section: A, page: 3368.
500 $a Major Professor: Frederick L. Jenks.
502 $a Thesis (Ph.D.)--The Florida State University, 1996.
520 $a This study examines and compares the improvement of Taiwanese university freshmen taught by either a skill-based or extensive reading for pleasure approach. While skill-based reading instruction remains the dominant approach in an English as a Foreign Language (EFL) classroom, reading researchers have found positive results in using extensive reading and, to a lesser degree, pleasure reading to improve reading comprehension. However, little research has been done to actually compare the differences in reading comprehension improvement using either a skill-based approach and the combination of both extensive and pleasure reading.
520 $a Four classes of Freshmen English students (N = 120) identified as mid-level proficient in English were involved in this study. Two classes were instructed using a skill-based approach and the other two classes were exposed to an extensive reading for pleasure approach. Achievements in reading comprehension were measured via written recall protocols and multiple-choice tests. A two-way ANOVA design allowed the comparison of mean scores of reading comprehension across the four groups.
520 $a The results of pre-test measurements of reading comprehension indicated that there were no significant differences in reading comprehension between the four groups at the onset of the experiment. However, there were significant differences in both the multiple-choice and recall protocol measurements after the treatment period. Subjects in the pleasure reading groups scored significantly higher than students in the skill-based groups. Only one question on the attitude questionnaire yielded a significant difference with students in the extensive reading for pleasure groups indicating more interest in their in-class reading approach. Students in both treatment groups reported approximately the same amount of time spent reading required texts written in English. However, the subjects in the pleasure groups reported spending more time outside of class reading English materials for pleasure. The study concludes with discussion and implications of extensive reading for pleasure in the classroom.
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