Reading ability contributes to self-learning and higher order thinking; it is the foundation of all learning. The purpose of this study is to explore the appropriate approaches of conducting morning reading activities. In addition, it examined the impact of such activities on first graders’ reading abilities in the following three components: vocabulary acquisition, reading fluency, and reading comprehension.
This research adapted action research approach, involving 28 first graders from an elementary school in New Taipei City. Participating students engaged in eight-week daily morning reading activities, running on every Monday to Friday from 7:50 to 8:30. Three teacher-made assessments, including vocabulary, reading fluency, and reading comprehension, were distributed at the beginning, middle, and end of this research period. A sample t test was conducted to determine the changes of reading abilities as student participation in the morning reading activities. To further examining the impact of the morning reading activities, the researcher collected additional data through student feedback, observation records, interview records, and reflection journals. A recommendation of the most appropriate activity design was made based on the research finding.
There were four major findings in this research: First, the best approaches to conduct morning reading activities included proper selection of the reading materials, parental support, teacher modeling, peer sharing, group competition, and teacher praise. Second, morning reading activities successfully increased students’ acquisition of vocabularies. Third, morning reading activities improved reading fluency. Finally such activities also promoted reading comprehension.