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1	Engaging Disinterested Adolescent Readers in the Middle School Classroom
	Lezman, Elizabeth M
	In: Culminating Experience Projects (2022)
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2	Perceived Book Difficulty and Pleasure Experiences as Flow in Extensive Reading
	Arai, Yuya. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022
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3	Motivating the unmotivated: A self-study about engaging adolescent readers to read for joy before and during a pandemic
	Dickson, Leslie. - 2022
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4	The Influence of a Values Affirmation Intervention on Students' Mathematical, Social, and Epistemological Empowerment
	Bala, Carrie Olson
	In: All Graduate Theses and Dissertations (2022)
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5	INVESTIGATING THE COMPARATIVE EFFECTS OF SUSTAINED SILENT READING, ASSISTED REPEATED READING, AND TRADITIONAL READING
	Merve Savaşçı; Ayşe Semra Akyel
	In: TEFLIN Journal, Vol 33, Iss 1, Pp 173-200 (2022) (2022)
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6	Educational Character of Comprehended Reading in Russia (18701900) ...
	Sergei I. Belentsov, Olga N. Malykhina. - : TuEngr Group, 2021
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7	Caucasian Teachers' and African American Students' Perceptions of Factors that Motivate Low-Socioeconomic African American Students to Read
	Anderson, Brittany Keys
	In: Doctoral Dissertations and Projects (2021)
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8	Text difficulty in extensive reading: Reading comprehension and reading motivation
	Yang, Ya-Han; Chu, Hsi-Chin; Tseng, Wen-Ta. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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9	Improving Reader Motivation with Machine Learning
	Bohn, Tanner A
	In: Electronic Thesis and Dissertation Repository (2021)
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10	Reading Analyses with Chilean Children
	Cubillos Guzman, Montserrat. - 2021
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11	南臺灣大學生的閱讀策略與閱讀動機關係之研究 ; A Study of the Relationship between University Students’ Reading Strategies and Reading Motivation in Southern Taiwan
	陳冠瑜; CHEN, GUAN-YU. - 2020
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12	書談閱讀教學對國小六年級學童閱讀動機與閱讀行為影響之研究 ; The Effects of Booktalk Reading Instruction on Reading Motivation and Reading Behaviors of Sixth Graders
	郭馥菁; KUO, FU-CHING. - 2020
	Abstract: 本研究旨在探討書談閱讀教學對國小六年級學童的閱讀動機及閱讀行為的影響。研究採準實驗研究，以高雄市某國小二個班級的六年級學生為對象，選取其中一班為實驗組，實施為期十週的書談閱讀教學，另一班為對照組，實施自由閱讀。實驗過程中，研究者蒐集兩組學生的「閱讀紀錄表」，以了解學生的借閱次數，實驗前、後，兩組學生皆填答「閱讀動機量表」與「閱讀行為調查表」，並填答回饋問卷，以了解兩組學生閱讀動機與閱讀行為的變化，以及對教學的看法。實驗結束後，研究者也訪談兩組的班級導師，以了解在實驗前、後兩組學生閱讀行為的變化，與兩組導師對於兩組所實施的閱讀教學或活動的看法。本研究主要結論如下：一、接受書談閱讀教學的國小六年級學童，在閱讀動機的進步分數上顯著優於進行自由閱讀的對照組學生。二、接受書談閱讀教學的國小六年級學童，在閱讀行為調查表的進步分數與進行自由閱讀的對照組學生沒有顯著差異。三、接受書談閱讀教學的國小六年級學童，研究者提供之書籍借閱次數優於對照組。四、班級導師在訪談中表示，實驗組部分學生經過書談閱讀教學的實施後有主動閱讀書談閱讀教學推薦之書籍的閱讀行為出現。五、實驗組學生在回饋單中表示，對於書談閱讀教學是喜歡的，主要是因為課堂氣氛輕鬆、活潑；喜歡閱讀前推薦書籍的主要原因則是可以藉此得知書籍用途；也喜歡閱讀後的討論書籍，因為研究者鼓勵學生踴躍發言。六、班級導師認為書談閱讀教學一週僅安排一節課的時間，在延續班級閱讀風氣上較不容易。 ; The purpose of this study was to explore the effects of booktalk reading instruction on sixth graders’ reading motivation and reading behaviors. The study was designed as a quasi-experiment. Students of two sixth-grade classes in an elementary school in Kaohsiung City served as the subjects. One class was assigned as the experimental group who received the booktalk reading instruction, while the other class was assigned as the comparison group who participated in a free reading activity in reading class. The experimental instruction last for ten consecutive weeks, with 40 minutes per week. During the instruction, the reading record of both groups of students were collected. Before and after the instruction, both groups of students completed the “Reading Motivation Scale” and “Reading Behavior Inventory”. After the instruction, both groups of students provide feedbacks about the instructions that they received on the “feedbacks questionnaire” and the homeroom teachers of both classes were interviewed about their observations of the instruction provided in their classroom. The results of this study were as follows: 1. The sixth graders who received the Booktalk reading instruction scored significantly higher than the comparison group who participated in free reading activity.2. The two groups of students did not differ in the reading behaviors.3. According to the reading records, the experimental group accumulated higher reading counts for the books that the researchers provided than the comparison group.4. The homeroom teacher of the experimental group reported in the interview that after the experiment some reluctant readers in the class became willing to read voluntarily.5. The students in the experimental group reported that they liked the booktalk reading instruction, Due to the stress-free class atmosphere. They liked the book recommendations, because it provided information about the books. They also liked the discussion after the reading, because they were encouraged to express their thoughts.6. The homeroom teachers of the experimental group suggested that the instruction time (40-minute a week) for the booktalk reading instruction was not enough for building the atmosphere for the love of reading in the classrooms.
	Keyword: booktalk;reading motivation;reading behavior;reading instruction; 書談閱讀教學;閱讀動機;閱讀行為
	URL: http://140.127.82.166/bitstream/987654321/20541/1/108NPTU0212017-003.pdf http://140.127.82.166/handle/987654321/20541
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13	Future teachers’ conceptions on reading – a case study
	Melão, Dulce. - : IATED, 2020
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14	Interactive Audio Pens, Home Literacy Activities and Emergent Literacy Skills
	Pfost, Maximilian; Freund, Jana G.
	In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 13 ; 3 ; 337-349 (2020)
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15	Book Choice of Emergent Readers: Impacts of Policy and Pedagogy
	Rountree, Amber Malaine
	In: Doctoral Dissertations (2020)
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16	Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement
	Shahrbanoo Joulide; Akram Faravani; Ali Akbar Boori
	In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 198-210 (2020) (2020)
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17	An Action Study on Morning Reading Activity on Campus Among College English Learners
	FENG, Wenjie; LU, Qingsheng
	In: Studies in Literature and Language; Vol 21, No 2 (2020): Studies in Literature and Language; 76-83 ; 1923-1563 ; 1923-1555 (2020)
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18	大學生英語閱讀動機、閱讀焦慮與閱讀行為之相關研究 ; A Study on the Relationships among English Reading Motivation, Reading Anxiety and Reading Behavior of College Students
	許慧貞; Hsu, Hui-Chen. - 2019
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19	文章與影片相互關係對大學英文閱讀課程之影響 ; The Impact of Text-Video Relationship on College English Reading Invention Program
	洪思惟; HONG, SI-WEI. - 2019
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20	EMIC VIEWS OF A READING INTERVENTION: A QUALITATIVE CASE STUDY OF MOTIVATION AND ENGAGEMENT
	Erickson, Joy Dangora
	In: Doctoral Dissertations (2019)
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