This study aims, via adopting the methods of questionnaires and literature review to explore the relationship between the strategies of morning reading and its effectiveness in junior high schools in New Taipei City.
The main purposes of this study are:
1.To analyze the major policies and strategies of reading education adopted by junior high schools in New Taipei City.
2. To analyze the strategies of morning reading promoted by junior high schools in New Taipei City, and compare the differences in strategies used by schools with the Awards of the government and without.
3. To explore the effectiveness of morning reading perceived by tutors teaching in junior high schools, and compare their differences in effectiveness in schools with the Awards of the government and without.
4. To explore the differences in the strategies of morning reading used between schools with the Awards and without.
5. To explore the relationships between the strategies and effectiveness of morning reading perceived by tutors in junior high schools.
The questionnaires of this study were sent, via the stratified purposive sampling method, to 329 tutors in 10 junior high schools in New Taipei City. 320 valid questionnaires were received and analyzed, with a response rate of 97.27%.
The main conclusions of the present research are as follows.
1.The policy of reading education in New Taipei City has been implemented in accordance with the policies of reading education of the Ministry of Education. The main strategies of the current policy is to promote the morning reading in all schools.
2. The tutors’ attitudes towards the adoption of strategy of morning reading were moderativelysupportive, and the dimension of ‘taking teachers themselves as examples’ gained the highest support.
3. The tutors’ perceptions of effectiveness of morning reading were positive. The dimension of ‘Concentration on individual study in the morning’ received the highest regard.
4. Viewed from the dimension as a whole, tutors’ attitudes towards the strategies of morning reading varied significantly with tutors’ age, their accumulated years of teaching, their major teaching subjects, and the regional location of schools
5. Viewed from the dimension as a whole, there were no significant differences in the strategies of morning reading in terms of the length and times of morning reading per week, tutors’ gender, educational qualifications, as well as the schools with or without the Awards.
6. Viewed from the dimension as a whole, tutors’ perceptions of the effectiveness of morning reading varied significantly with their age, educational qualifications, accumulated years of teaching, regional locations of their schools, and whether schools having the Awards.
7. Viewed from the dimension as a whole, there were no significant differences in the effectiveness of morning reading in terms of tutors’ gender, the times of morning per week, and teaching fields.
8. There is a positive correlation between the strategies and effectiveness of morning reading.