2016．第44卷第2期（Vol. 44 No. 2）．pp. 27–50
The Study of Integrating Children Books with Whole Language Reading Strategies and the Scaffolding Concept in Elementary Chinese Reading Classes
Reading is fundamental to language learning. Children can also acquire knowledge through reading. This study aimed to explore the effect of integrating children literature with whole language reading strategies and the scaffolding concept into Chinese reading classes on Taiwanese students’ learning motivation and attitudes. Two teachers who teach Grade 5 students agreed to participate in this study. One class of 31 students received the experimental study and was the experimental group whereas another class of 32 students served as the control group. There are four findings: (1) significant differences existed between the experimental and control group in reading comprehension proficiency and learning motivation; (2) students’ reading comprehension proficiency and learning motivation in the experimental group significantly increased; (3) students in the experimental group enjoyed the teacher’s class arrangement; and (4) students in the experimental group became more active and enjoyed reading books after the study. This study helps elementary teachers, educators, and specialists develop an understanding of the possibility of implementing children literature, whole language reading strategies, and the scaffolding concept into Taiwan’s elementary Chinese reading classes.
Keywords: reading instruction; language teaching; whole language; scaffolding learning; children literature