Studiens syfte är att synliggöra vad lärare anser påverkar elevers läslust i och utanför skolan, samt hur lärare genom sin undervisning kan utveckla en läslust hos sina elever. För att undersöka detta genomfördes det kvalitativ semistrukturerade intervjuer. Nio legitimerade F-3 lärare intervjuades. Vid genomförandet av intervjuerna följdes studiens intervjuguide.  Intervjuernas resultat påvisar att faktorer som påverkar elevers läslust positivt, enligt de intervjuade lärarnas egna upplevelser och erfarenheter, är bland annat ifall vårdnadshavaren har en positiv inställning till läsning, agerar som läsande förebild och om hen högläser för sitt barn. Resultatet visar även att vårdnadshavare kan hämma elevernas läslust, enligt de intervjuade lärarna, genom att inte agerar som läsande förebild och genom att utstråla en negativ inställning till läsning. De intervjuade lärarna ansåg även att läraren behöver agera som läsande förebild i undervisningen och att hen genom bland annat högläsning kan utveckla elevers läslust. / The aim of this study is to elucidate what teachers believe influences students' reading interest both within and outside of school, as well as how teachers can foster a reading interest among their students through their teaching. To investigate this, qualitative semi-structured interviews were conducted. Nine certified F-3 teachers were interviewed. The study's interview guide was followed during the interviews.  The results of the interviews indicate that factors positively influencing students' reading motivation, according to the interviewed teachers' own experiences and perceptions, include if the guardian has a positive attitude towards reading, acts as a reading role model, and reads aloud to their child. The results also show that guardians can inhibit students' reading motiva- tion, according to the interviewed teachers, by not acting as a reading role model and by dis- playing a negative attitude towards reading. The interviewed teachers also believed that the teacher needs to act as a reading role model in the classroom and that they can develop students' reading motivation through activities such as reading aloud.

Modernists have expressed their views on literature in various ways. Ford Madox Ford’s Ladies Whose Bright Eyes seemingly participates in a discussion regarding the value of imagination in contrast to reason. This thesis argues that Ford Madox Ford’s Ladies Whose Bright Eyes (1911, revised 1935) represents the imagination in ways that suggest that the value of the imagination is greater than the value of reason in order to show the transformative power of literature. The novel’s treatment of the imagination has didactic implications for teaching literary interpretation and for fostering a joy of reading. The present thesis aims to explore how the novel treats the imagination by connecting the novel to modernist discussions of the imagination in Wallace Stevens’ “Imagination as Value” (1951) and Stevens’ “The Irrational Element in Poetry” (1936) as well as to Ford’s essay on literary impressionism “On Impressionism” (1914). The thesis expands upon Max Saunders’ argument that the protagonist, Sorrell, is transformed into a man of imagination. The literary analysis is structured around Sorrell’s transformation, from a rational man living in blissful ignorance of the world of imagination to a man of imagination instructed by Dionissia on living with the imagination in the rational world, through faith. A joy of reading and autonomous reading motivation can be fostered by providing students with choice, cognitively challenging tasks related to commenting on and analysing the novel, and by training students to use quotes via the use of reading logs. The novel’s indirect treatment of the imagination suggests the transformative power of literature, which makes fostering a joy of reading seem all the more important as it may provide students with a gift that will last long after their school years are over.

Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district.

悅讀是指讀者自己挑選有趣的書籍，自發性地廣泛閱讀。本研究是要探討悅讀對國中生的閱讀動機，閱讀能力，和寫作能力的影響。本實驗邀請台北市某所國中61位的八年級生參加，分為實驗組(悅讀組)和對照組(傳統閱讀組)。本實驗共為期23週，在學生的英文閱讀課進行，每週一次，每次45分鐘。實驗期間， 實驗組在上閱讀課時只專心於閱讀自己所選的圖畫故事書，而對照組則繼續原來由老師所主導的傳統閱讀課程。實驗進行前後二組學生都接受全民英檢的閱讀和寫作能力測驗及閱讀動機評量。這些測驗資料由電腦進行量化處理與分析，個別訪談結果則用來輔助說明結果與討論。 結果顯示，經過悅讀的實驗，學生的整體閱讀動機提升了。此外，多面向的動機顯示，參與者的閱讀自信和閱讀成就與目地深受悅讀課程所影響，尤其是參與者從悅讀中產生很強的愉悅感，也增強了自信心。此結果證明了悅讀的最大功能—增進愉悅感。但是此研究並未發現悅讀能有效地改進參與者的閱讀和寫作能力。 因為小樣本及有限的資料，本實驗結果只能提供建議性而非決地性的結果，不過本實驗還是能提供一些教育性的建議。如悅讀能納入學校課程當作正規英文課的輔助。學校每天的早自習是讓學生悅讀的最佳時間。另外，賦予不同程度的學生不同的閱讀目標與配合適當的閱讀活動能增進他們的英語能力。爲了更深刻了解悅讀對國中生的效益，最好從校內全體的七年級生開始進行為期三年的悅讀課程，最後以高中入學的基本學力測驗英文科成績來檢驗其成效。期待面對繁重課業壓力的國中生能透過悅讀快樂地並有效地學習英文。 / Pleasure reading refers to any reading in which self-motivated readers pick up books they are interested in and engage themselves in those books. Pleasure reading has long been recognized as a powerful tool for fostering reading interest and enhancing literacy development. This study aimed to investigate the impacts of pleasure reading on EFL junior high school students’ reading motivation, reading comprehension, and writing ability. Sixty-one eighth graders in a junior high school in Taipei were divided into the experimental group (pleasure reading group) and the control group (traditional reading group). This program was carried out during the English Reading class, once a week with 45 minutes for each period. During the 23-week reading program, the experimental group only focused on reading self-selected picture books without any instructions while the control group still received the skill-based reading approach. Before and after the program, their reading and writing ability were examined by the reading and writing tests of General English Proficiency Test (GEPT) and their reading motivation was measured by the Motivation for Reading Questionnaire (MRQ). The data collected were analyzed quantitatively and the interview data were utilized to interpret and support the findings. The results revealed that the experimental group participants’ overall reading motivation was enhanced significantly after the program. As for the multifaceted motivation, the results showed that the participants’ “reading self-efficacy” and “reading achievement values and goals” were influenced strongly by pleasure reading. Among the 12 reading dimensions, “enjoyment” was the most significant factor. All the findings confirmed the main value of pleasure reading-- reading for enjoyment, and such enjoyment promoted students’ reading motivation very positively. With respect to the participants’ reading and writing ability, the results did not show significant improvement. Pleasure reading did not influence the participants’ language proficiency positively. However, both groups made some progress in the posttest in the gain score. Therefore, pleasure reading appeared to be at least as effective as the traditional reading approach. Pleasure reading was more interesting and enjoyable for junior high students. Although the results may not be taken as conclusive because of limited data and small samples, this study still provides some pedagogical implications and suggestions. Pleasure reading can be implemented into school curriculum as a counterpart of regular English class, a kind of skill-based English class. The school’s morning session is a good time for students to read self-chosen materials. Moderate tasks should be set for students with different language levels to conquer. Appropriate reading activities can be integrated to help stimulate students’ reading. To get a clear picture of its effect on junior high level students, it is necessary to conduct the program for a longer duration and with larger samples. Therefore, it is suggested that further study can start with all the seventh graders in junior high schools and the study should last for three years. The entrance exam of senior high school, the Basic Competence Test can be adopted as the measurement of language proficiency. It is expected that junior high students under academic pressure can learn English happily and effectively.

隨著科技的進步，兒童繪本不再侷限於傳統由印刷文字及靜態圖片組成的紙本繪本，而是逐漸發展為多種數位媒體整合之電子繪本，電子繪本具有優於傳統紙本繪本的互動性及多媒體元素，較能吸引兒童的閱讀興趣。但電子繪本也存在過多動畫可能使兒童沈迷於感官刺激，分散其閱讀注意力的疑慮。此外，電子繪本對兒童的視力可能造成傷害，紙本仍較適合長時間的閱讀，但紙本繪本在支援閱讀上的模式較為單調。因此，近年來可搭配紙本閱讀的數位點讀筆興起，並已發展出可同時融合聽、說、讀、寫的多元閱讀模式，具有融合紙本且具有多媒體與互動功能的優勢。本研究採用腦波注意力偵測技術及心跳變異情緒感知技術，基於預測策略，探討包括傳統紙本繪本、電子繪本及點讀筆輔助紙本繪本閱讀對於兒童閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效的影響。此外，也針對文字型和圖像型不同認知風格以及不同性別的兒童，探討採用上述三種不同閱讀模式進行閱讀時的閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效是否具有顯著差異。 研究結果發現：（1）運用點讀筆輔助閱讀紙本繪本搭配預測策略的兒童，在閱讀動機提升上顯著優於閱讀紙本繪本與閱讀電子繪本搭配預測策略的兒童；（2）運用點讀筆輔助閱讀紙本繪本搭配預測策略的兒童在閱讀注意力上顯著優於閱讀紙本繪本搭配預測策略的兒童，但與閱讀電子繪本搭配預測策略的兒童則無顯著差異；（3）閱讀電子繪本與運用點讀筆輔助紙本繪本搭配預測策略的閱讀模式在閱讀理解成效上均優於傳統紙本閱讀搭配預測策略，並且兩種閱讀模式具有相同的閱讀理解成效；（4）閱讀電子繪本搭配預測策略的兒童中在負面情緒上，女性顯著高於男性；（5）閱讀傳統紙本繪本搭配預測策略的兒童，在閱讀理解成效上女性顯著優於男性；（6）男性兒童採用點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀注意力上顯著優於傳統紙本繪本搭配預測策略閱讀；（7）男性兒童採用電子繪本閱讀與運用點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀理解成效上優於傳統紙本繪本搭配預測策略閱讀；（8）圖像型兒童採用傳統紙本繪本搭配預測策略閱讀，在負面情緒上顯著高於採用電子繪本閱讀與運用點讀筆輔助紙本繪本搭配預測策略閱讀；（9）文字型兒童採用電子繪本閱讀與點讀筆輔助紙本繪本搭配預測策略閱讀，在閱讀理解成效上顯著高於傳統紙本繪本搭配預測策略閱讀；（10）兒童以傳統紙本繪本閱讀、電子繪本閱讀與點讀筆輔助繪本閱讀三種模式進行閱讀學習，其閱讀動機、閱讀情緒、閱讀注意力與閱讀理解成效彼此之間不具有關聯性 最後，根據研究結果，本研究亦提出對父母、教師、相關推動兒童閱讀單位以及未來研究的建議，希望能對兒童的閱讀能力提升產生助益。 / With the progress of information technology, children picture books have no longer be restricted to traditional paper picture books composed of printed texts and static pictures; instead, various digital media integrated electronic picture books are gradually developed. Electronic picture books present the advantages of better interactivity and multimedia elements than traditional paper picture books and could better attract children’s reading interests. Nevertheless, electronic picture books also exist in excessive animation causing children indulging in sensory stimulation and diverting the reading attention. Moreover, electronic picture books could damage children’s visual acuity. Thus, paper picture books are considered more suitable for long-term reading. However, paper picture books show dull model on supporting reading. The combination of digital pens with paper-reading is therefore emerged in the past years and the plural reading model integrating listening, speaking, reading, and writing has been developed because integrating digital pen with paper reveals the advantages of multimedia and interactive functions. Based on prediction strategy, this study applies brain-wave attention detection system and heart rate variability emotion sensing technology to discussing the effects of traditional paper picture books, electronic picture books, and digital pen assisted paper picture books on children’s reading motivation, reading emotion, reading attention, and reading comprehension performance. Furthermore, the effects of on children with visualizer and verbalizer cognitive styles and different genders on reading motivation, reading emotion, reading attention, and reading comprehension performance when reading with the above reading models are also explored. The findings of the study are summarized as below. (1) Children applying digital pen supported paper picture books and prediction strategy present better reading motivation than the ones reading paper picture books and electronic picture books with prediction strategy. (2) Children utilizing digital pen supported paper picture books with prediction strategy reveal better reading attention than the ones reading paper picture books with prediction strategy, but do not appear significant difference from the others reading electronic picture books with prediction strategy. (3) Reading electronic picture books and digital pen supported paper picture books with prediction strategy shows better reading comprehension performance than traditional paper reading with prediction strategy, and such two reading models appear the same reading comprehension performance. (4) Female children reading electronic picture books with prediction strategy present higher negative emotion than males do. (5) Female children reading traditional paper picture books with prediction strategy reveal better reading comprehension performance than males do. (6) Male children applying digital pen supported paper picture books with prediction strategy show better reading attention than reading traditional paper picture books with prediction strategy. (7) Male children using electronic picture books and digital pen supported paper picture books with prediction strategy present better reading comprehension performance than reading traditional paper picture books with prediction strategy. (8) Visualizers utilizing traditional paper picture books with prediction strategy appear higher negative emotion than applying electronic picture books and digital pen supported paper picture books with prediction strategy. (9) Verbalizers using electronic picture books and digital pen supported paper picture book with prediction strategy show significantly higher reading comprehension performance than reading traditional paper picture books with prediction strategy. (10) The reading models of traditional paper picture books, electronic picture books, and digital pen supported picture books do not appear correlations on reading motivation, reading emotion, reading attention, and reading comprehension performance. Finally, the study also proposes several valuable suggestions for parents, teachers, children reading promotion units, and future researchers, tending to provide benefits in enhancing children reading abilities.

閱讀行為是人類古老的活動之一，即使邁入資訊時代，閱讀能力仍是學習型社會的指標之一，更是現代公民不可或缺的素養。因此，近來政府相關單位如火如荼地推動閱讀運動，培養民眾閱讀風氣。所謂「知己知彼，百戰百勝」，政府在推動閱讀風氣前，民眾閱讀行為研究則為必備的先導工作，然而綜觀國內閱讀行為相關研究，研究對象大多鎖定在兒童，其次是成人、大專生及高中生，針對國中的研究可說是鳳毛麟爪。本研究以問卷調查法為研究架構，並以質性訪談法輔助蒐集研究資料，分析臺北市立公立國民中學學生的課外閱讀行為、態度、動機、興趣及其影響閱讀之因素。希望本研究結果可作為相關單位規劃、推動國中生閱讀運動參考之用。 本研究發現，在課外閱讀興趣與動機方面，台北市公立國中生閱讀課外讀物的主因是打發時間；導致很少閱讀課外書刊的情況以沒時間居多；經常閱讀的課外讀物類型以「漫畫」居多，其次是「圖書」；各種閱讀方式的使用情況以「閱讀印刷紙本式的書」比例最高；對於同一課外讀物，最喜歡的閱讀方式仍是「閱讀印刷紙本的書」；不同類別主題的課外讀物喜歡程度，前五高者依序是漫畫、推理偵探小說、幽默笑話、冒險小說及電影連續劇原著；進一分析得知性別、課外閱讀態度影響課外閱讀動機有關係，而年級、學業成就不會影響到課外閱讀動機；性別、學業成就及課外閱讀態度會影響到國中生在不同類別主題的課外讀物喜愛程度，而年級則否。在課外閱讀態度方面，整體而言，台北市公立國中生的課外閱讀態度是屬於積極的態度，進一步分析得知性別、學業成就及平均每天課外閱讀時間會影響到國中生課外閱讀態度，而年級則不會影響到國中課外閱讀態度。在課外閱讀行為方面，台北市公立國中生平均每天課外閱讀時數在1小時以內；從事課外閱讀活動的地點以自己家裡居多；從事課外閱讀活動的時間大多是在放學後在家時間及星期假日；課外讀物的來源以自己和父母兄姊購買為主；閱讀課外讀物時通常自己一個人；選擇課外閱物的因素，以「書本內容主題」、「師友家人的推薦」及「原著改拍成電視劇或電影」為前三高；現階段國中教育，以國文課最常進行課外閱讀指導活動；上一個學期及平均一個月閱讀課外讀物之數量分別為13.50本及4.56本；家裡有訂閱報紙的比例高於訂閱雜誌的比例；無法取得想看的課外讀物前三原因是「買(租)不到」、「沒錢買(租)」、「捨不得買」；對於父母或老師反對的課外讀物，多數學生會以理性態度處理；平時從事的休閒活動以「看電視」、「聽音樂(廣播)」及「閱讀課外書刊」為前三項；進一步分析得知年級及課外閱讀態度會影響國中生每天課外閱讀時數，而學業成就則否；年級、學業成就及課外閱讀態度均不會影響到國中生閱讀課外讀物的數量；不同性別、學業成就及課外閱讀態度學生平時從事課外閱讀活動之比例有差異，而不同年級的學生則否。 根據研究結果，從四方面提出十六點建議，做為國內相關單位推動國中課外閱讀活動之參考。在學校圖書館媒體中心方面：(1)加強學校圖書館館藏基本建設；(2)擬定館藏發展政策，並進行讀者需求調查分析；(3)與學校教師配合，共同推動校園課外閱讀風氣；(4)漫畫書是否納入館藏，應重新檢視；(5)定期舉辦主題書展，並提供優良課外讀物資訊；(6)舉辦閱讀相關競賽活動。在學校及學校教師方面：(1)善用學校自習時間，推廣課外閱讀活動；(2)學校應為每一班級訂閱一份報紙；(3)運用不同方式，推廣課外閱讀活動；(4)成立班級讀書會；(5)學校教師應積極推荐優良課外讀物。在學生家長方面：(1)協助就讀國中的子女選擇優良的課外讀物；(2)配合政府推動親子共讀活動，成立家庭讀書會。在出版社及書店業者方面：(1)一般圖書及漫畫出版品應建立圖書分級制；(2)針對青少年的閱讀興趣，出版適合青少年學生閱讀的書刊；(3)配合資訊科技的應用，推廣電子書出版品。

本研究旨在探討運用合作式數位閱讀標註系統輔助文言文閱讀學習，是否有助於提昇高中生文言文閱讀理解成效與文言文學習動機；以及瞭解在合作式數位閱讀標註系統輔助文言文學習模式下，不同標註能力之高中生的文言文閱讀理解成效差異；以及閱讀標註行為與閱讀理解成效之間是否具有相關性。研究結果歸納如下： 一、採用合作式數位閱讀標註學習系統或者傳統紙本閱讀標註進行文言文閱讀學習，具有相同的學習成效。 二、合作式數位閱讀標註系統對於提昇實驗組學習者不同認知層次的閱讀理解上，優於對照組學習者採用的傳統紙本閱讀標註。 三、運用合作式數位閱讀標註系統進行文言文閱讀學習，在提昇整體文言文閱讀動機、文言文閱讀社會，以及降低文言文閱讀逃避上，顯著優於傳統紙本閱讀標註學習。 四、採用合作式數位閱讀標註系統進行文言文閱讀學習，可以顯著提昇學習者的文言文閱讀效能、文言文閱讀投入與文言文閱讀社會。 五、實驗組不同標註能力學習者的文言文閱讀理解成效並不具顯著差異。 六、實驗組學習者的閱讀標註行為與文言文閱讀理解成效不具有顯著相關。 七、多數文言文學習者使用最頻繁的是釋譯類型的標註，也認為釋譯類型標註最有助於提昇文言文的文意理解。 八、高中生學習抒情類文言文時需要較多元的閱讀策略。 九、文言文閱讀動機高組學生與標註能力最高者對於合作式數位閱讀標註系統的接受度比較高。 最後依據研究結果提出具體建議，供學校國文教師進行文言文教學與未來研究方向之參考。 關鍵字：閱讀標註、國文教學、文言文、閱讀理解、閱讀動機 / Abstract This study aims at exploring if the utilization of Knowledge-based Annotation Learning System in assisting the reading comprehension of Literary Chinese can upgrade the achievements of Literary Chinese reading comprehension as well as Literary Chinese learning motiviation of senior high school students. Under the mode of Knowledge-based Annotation Learning System assisting Literary Chinese learning, the achievement difference of Literary Chinese reading comprehension for senior high school students with different annotation abilities as well as if there is any correlation between the annotation behavior in reading and the achivements of reading comprehension were also explored. The results of the study are listed as below: 1.Adopting Knowledge-based Annotation Learning System or tradtional paper-based reading annotation results in the same achievements in Literary Chinese reading comprehension. 2.In the respect of upgrading the reading comprehension of different cognition levels, the learners in experimental group who utilize Knowledge-based Annotation Learning System have achieved better results than those in the control group who adopt traditional paper-based reading annotation. 3.Utilizing Knowledge-based Annotation Learning System in Literary Chinese reading comprehension shows significant advantages than traditional paper-based reading annotation in the respects of upgrading overall Literary Chinese Reading Motivation, Literary Chinese Reading Society and reduction of Literary Chinese Reading Work Avoidance. 4.Adoption of Knowledge-based Annotation Learning System in Literary Chinese reading comprehension can significantly upgrade the Reading Efficacy, Reading Involvement and Reading Society of Literary Chinese. 5.Learners with different Annotation Abilities in the experimental group have no significant difference in the achivements of Literary Chinese reading comprehension. 6.There are no significant relationships between the annotation behavior in reading and the achievements of reading comprehension for learners in the experimental group. 7.For most Literary Chinese learners, the most frequently used type of annotation is Interpretation Type. They also deem that it is most helpful to upgrading the comprehension of the Literary Chinese. 8.Senior high school students need multiple reading strategites in learning lyric Literary Chinese. 9.The learners with high motivation in reading Literary Chinese and high Annotation Ability are more acceptable to the Knowledge-based Annotation Learning System. Finally, suggestions were put forward as references for Literary Chinese teaching and future researches. Keywords: Reading annotation, Chinese teaching, Literary Chinese, Reading comprehension, Reading motivation

The aim of the thesis 'Printed Books vs. eBooks: What, Why and How Does Generation Y Read?' is to uncover what motivates a group of young people, specifically twenty students attending universities based in Prague, to choose either printed or electronic books. Furthermore, while using the qualitative method of semi-structured interview it was also the aim of this thesis not only to describe and analyse how important are the social aspects of books as well as the ways of acquiring them, but similarly to get a better understanding of how Generation Y perceives books. For this reason the conducted research could be beneficial to an academic area of interest, while correspondingly valuable for publishers, bookshops or e-reader manufacturers and their marketing strategies. Practical research is built upon a relevant theoretical basis: history of reading, characterization of printed and electronic books, together with a Czech book market summary and an introduction of Generation Y. In addition, the fourth chapter presents methods used when conducting the research, particularly Grounded Theory. However, the results of this research and their interpretations are presented in the final chapter along with respondents' descriptions, research goals and the course of interviews. In conclusion, research limits...

Det finns mycket forskning som handlar om barns läsinlärning, men inte om barns egen högläsning. Syftet med den här studien var att se om högläsning för ett djur kunde öka motivationen för läsning hos barn med lässvårigheter. Studien hade 2 deltagande barnmed lässvårighetersamt 3 deltagande föräldrar som rekryterades av logoped som är verksam hos Lära med djur, den förening där läsinterventionen genomfördes. Metoden var single subject design (A-B-A) där varje barn utgjorde sin egen kontroll. Studien var indelad i tre olika faser. Under baslinjen (A) läste barnet högt i hemmiljön. Under interventionen (B) läste barnet högt för ett djur vid fem tillfällen. Under uppföljningen (A) läste barnet hemma igen. All högläsning videoinspelades och föräldrarna intervjuades 3 gånger, en gång i respektive fas. Viss förändring hos barnen kundekonstateras på områdena aktiv lästid och antal avbrott under läsningen. Intervjuerna med föräldrarna visade på att interventionen med djur förefaller ha haft en positiv påverkan på åtminstone ett av barnens läsmotivation. Båda föräldraparen valde att låta sina barn fortsätta läsa hos Lära med djur efter studiens avslut. Sammantaget visade resultaten att läsning med djur kan ha en viss effekt på barnets läsning, men vidare studier krävs på området. / There is a lot of studies done about children’s learning to read but not a lot about themselves reading aloud. The purpose of this study was to see if reading aloud to an animal can increase the reading motivation in children with reading difficulties. The study had 2 participating children with reading difficulties and 3 participating parents who were recruited by a speech and language pathologist who works at Lära med djur, the association where the reading intervention took place. The method was a single subject design (A-B-A) where each child constituted as their own control. The study was divided into three different phases. During the baseline (A), the child read aloud in the home environment. During the intervention (B), the child read aloud to an animal on five occasions. During the follow-up (A), the child read at home again. All readings were videotaped. The parents were interviewed three times, one time in each of the phases. The children showed some change in the areas of active reading time, the correct number of words read and the number of interruptions during reading. The interviews with the parents showed that the intervention with animals seemed to have had a positive effect on foremost one of the childrens’ motivation for reading. Both parent couples said that they chose to let their child continue to read at Lära med djur atthe end of the study. Overall, the resultsshowed that reading with animals can have a certain effect on the child's reading, but further studies are required in this area.

Afin de mieux comprendre le désengagement des garçons du secondaire envers les activités en lecture dans les classes de français langue seconde (FLS), une recherche portant sur leur sentiment d’efficacité personnelle (SEP) en lecture en contexte de FLS a été menée au cours de l’hiver 2020. Dans un premier temps, un sondage par questionnaire a été administré auprès d’élèves québécois du secondaire (1ère à 3e secondaire) dans des classes de français langue seconde (N=146). Dans un deuxième temps, trois groupes de discussion impliquant 14 garçons ont permis d’identifier les pratiques d’enseignement de la lecture en FLS les plus fréquentes et celles méritant d’être bonifiées. Du fait qu’aucune recherche n’avait jusqu’ici mesuré le SEP en lecture en FLS des garçons du secondaire, la présente recherche avait une visée exploratoire et poursuivait trois objectifs : 1) mesurer le SEP en lecture en FLS des garçons du secondaire ; 2) identifier les expériences de lecture et les pratiques d’enseignement de la lecture en FLS auxquelles les garçons ont été exposés depuis le primaire ; 3) identifier des phénomènes émergents entre les expériences antérieures et les pratiques d’enseignement en lecture en FLS vécues par ces garçons et leur SEP en lecture. Les données provenant de l’échelle de mesure du SEP en lecture en FLS nous indiquent que la moyenne du SEP en lecture en FLS des garçons ayant participé à la présente recherche (n=56) est de 66%, une moyenne inférieure à la moyenne de 75% obtenue par les filles (n=86). De plus, 50 % des réponses aux questions de ce questionnaire (17 sur 34) ont présenté des écarts supérieurs en défaveur des garçons (par plus de 10%) tandis que les filles ont obtenu des résultats supérieurs dans l’ensemble du questionnaire (à 33 des 34 questions). Au-delà de ces écarts, il a été observé que les pratiques de lecture générant le sentiment d’efficacité personnelle en lecture le plus élevé chez les garçons sont celles en lien avec la lecture partagée et la lecture guidée. Parallèlement, l’analyse des données provenant de l’échelle de fréquence d’exposition aux pratiques d’enseignement et expériences antérieures en lecture en FLS a présenté des écarts quasi inexistants entre les filles et les garçons. Somme toute, les résultats indiquent que l’ensemble des garçons ayant participé au sondage (n=56) ont rarement été exposés aux pratiques d’enseignement liées à la lecture partagée et guidée. À l’opposée, les questions portant sur l’évaluation individuelle ont récolté la moyenne globale de fréquence la plus élevée, démontrant que ces expériences en lecture en FLS sont celles les plus fréquemment proposées aux garçons depuis le primaire. En ce qui concerne les données provenant des groupes de discussion, les garçons y ayant participé (n=14) et représentant la population ciblée par la présente recherche, ont clairement mentionné leur désengagement envers la lecture dans les cours de FLS (10 des 14 participants). Unanimement, ils nous ont confirmé que les expériences en lecture les plus souvent vécues dans la classe de FLS sont la lecture individuelle (autonome) et les évaluations individuelles de compréhension de lecture, toutes deux complétées sur des supports papier. Parallèlement, l’évocation des pratiques collaboratives en lecture a suscité leur enthousiasme. Selon eux, la lecture collaborative leur permet de s’entraider entre eux, ce qu’ils valorisent grandement. Misant sur l’entraide, la lecture collaborative leur permet de démontrer à leurs pairs leurs compétences (expérience de maitrise), d’être exposés au savoir-faire et aux opinions de leurs pairs (expérience vicariante) en plus de recevoir rapidement des rétroactions signifiantes et somme toute, d’être exposés à trois sources d’influence du SEP. / To better understand the disengagement experienced by secondary level boys in regard to reading activities in French- second-language classes, a study on their sense of self-efficacy in reading was conducted in the winter of 2020. To begin, a survey in the form of a questionnaire was filled out by secondary school students in Quebec (from secondary 1 to secondary 3) in FSL classes (N=146). Afterwards, three focus groups involving 14 boys made it possible to identify the most frequent FSL reading teaching practices and practices deserving improvement. Considering the fact that no research has been done to measure the Reading self-efficacy in FSL of teenage boys at a secondary level, the current research had an exploratory aim and had three objectives : 1) to measure Reading Self-efficacy in French second language programs among boys that were in secondary school ; 2) to identify the reading experiences and teaching practices in French second language that the boys were exposed to since elementary school ; 3) to identify the emerging phenomena between previous experiences and FSL reading-related teaching practices experienced by the boys and their current Reading Self-efficacy in French. The data provided from the self-efficacy measuring scale in FSL reading indicates that the average of value of self-efficacy in FSL Reading recorded among the boys who participated in the current study (n=56) is of 66%, an average which is inferior to the 75% average obtained by the girls (n=86). Furthermore, 50% of the answers to the survey’s questions (17 out of 34) showed significant deviations which were unfavorable to the boys (by over 10%) while girls scored higher overall (on 33 out of 34 questions). Beyond these gaps, it has been observed that the reading practices generating the highest sense of personal reading efficiency in boys are those related to shared reading and guided reading. In contrast to these results, the analysis of the data from the scale for measuring the frequency of exposition to teaching practices and to previous experiences in FSL reading showed almost non-existent deviations between boys and girls. Overall, the results indicate that all boys who participated in the survey (n=56) were rarely exposed to shared and guided reading teaching practices. On the other hand, the questions pertaining to individual evaluations got the highest frequency average which shows that these experiences in FSL reading are the ones most often presented to boys since elementary school. Regarding the data from the discussion groups, the boys who participated (n=14), and who represented the target population of the research, clearly communicated their disengagement for reading in their FSL classes (10 out of 14). Unanimously, they confirmed that the most frequent experiences they had in these classes were individual reading (autonomous) and individual evaluations of their reading comprehension skills, both of which were done using paper supports. Their conclusions corroborated the results of the survey from the second scale of the questionnaire which indicated that secondary level boys have rarely been exposed to collaborative reading practices and authentic reading tasks in their FSL classes. In parallel, bringing up the topic of collaborative reading practices sparked their enthusiasm. According to them, collaborative reading allows them to help each other out, which is something they value greatly. The emphasis of collaborative reading that relies on mutual aid allows them to showcase their skills to their peers (mastery experience) and to be exposed to the expertise and the opinions of their peers (vicarious experiences) while also quickly receiving significant feedback. Therefore, the boys are exposed to three sources of influence on Self-efficacy.