This study mainly aims, via adopting the methods of questionnaires survey, document analysis, as well as literature review, to explore the implementation, problems faced and corresponding strategies of reading education in the elementary schools of New Taipei City (NTC, for short).
The main purposes of this study include:
1. To analyze the development and existing focuses of policies of reading education in the elementary schools of NTC.
2. To explore the actual practices of reading education in the elementary schools of NTC.
3. To analyze the problems faced, while implementing reading education, and the corresponding strategies adopted by elementary schools of NTC.
4. To explore the similarities and differences in teaching or promoting reading education among teachers of different characters or backgrounds.
5. To analyze the relation of the perceived problems while implementing reading education to the corresponding strategies adopted in the elementary schools of NTC.
A self-designed questionnaire was used as the tool of this study. By using stratified purposive sampling, 2 different types of administrative districts were chosen first, and then in each district, 2 schools were chosen in terms of the number of their teachers. In these 4 selected schools, all teachers (413 in total) were surveyed. Finally, with a response rate of 80.4%, 332 valid questionnaires were collected and analyzed.
The conclusions of this study can be summarized as follows:
1. The Ministry of Education in Taiwan has devoted a great deal to the promotion of reading education since 2000, and related policies in three different phrases of development have their own distinctive focuses.
2. The promotion of reading education in elementary schools of NTC has been conducted through various methods, such as the creation of vivid and high-quality reading environments via diversifying reading topics and approaches, the adoption of progressive reading strategies and enthusiastically encouraging students to use school libraries, etc. There has been noticeable progress in students’ learning outcomes after promoting reading education, according to the perception and observation of teachers.
3. The problems listed in the dimension of “teachers and teaching” are the most serious one named by the teachers while implementing reading education in NTC. The strategies related to the adequacy and quality of teachers are therefore the most needed, according to the responses of teachers.
4. There are significant differences in the implementation, difficulties, and corresponding strategies among different backgrounds of teachers.
5. There are different degree of positive correlation among the implementation, problems and corresponding strategies of reading education in the elementary schools.
Based on the findings of the study, suggestions to the education administrative bodies, elementary schools, teachers, parents, and future studies were proposed respectively for the reference of the reform of policies and promotion of reading education in the future.