2003．第31卷第1期（Vol. 31 No. 1）．pp. 3958
Contributing Factors to the Development of Reading Habit
This study aims to address three questions: (1) Can students be facilitated to develop a regular reading habit through an online reading program? (2) Which types of students are more ready to be facilitated? (3) What are the factors most relevant to the facilitation of developing a reading habit? The results of a cross-tabulation show that, through taking part in the extracurricular online reading program, students have started to build up a reading habit. Two types of students are more ready to build up a reading habit those who used to “read extracurricular materials only shortly before book reports are due” and those who “rarely read extracurricular materials” before taking part in the program. The Pearson correlation is applied to study the correlations between the development of reading habit and each of these eight possible factors: “online reading mode,” “computer operation,” “comprehensibility level of reading materials,” “reading tests,” “score chart,” “setting and context,” “support from teachers and parents,” and “attitude toward reading.” The result shows that all of these eight factors are significantly relevant.