本研究旨在探討利用SQ3R閱讀策略應用在閱讀教學活動，對國小四年級學生閱讀理解能力及語文表達能力的影響，並根據研究結果提出閱讀教師對於學童閱讀策略教學之改善建議，提供國小教師日後進行閱讀教學之參考。 本研究採準實驗研究法、觀察法、問卷分析法及訪談法，以兩班國小四年級學生為研究對象，一班為接受SQ3R閱讀策略教學之實驗組學生，一班為接受傳統閱讀教學之控制組學生，兩班學生皆由研究者採用「閱讀理解-文章與試題範例」一書及PIRLS閱讀理解試題範例中擇取其中三篇文章為教材，進行為期十週共二十堂之實驗教學課程，在教學前後，對研究對象實施前測、後測、延後測，藉以了解學生閱讀理解能力是否有顯著的差異。 依據資料分析與研究結果，歸納出以下結論： 一、 運用「SQ3R閱讀策略」教學對國小四年級學生閱讀理解能力有顯著的影響。 二、 運用「SQ3R閱讀策略」教學對國小四年級高程度與中程度閱讀理解能力學生的閱讀理解能力有顯著的影響。 三、 運用「SQ3R閱讀策略」教學後，學生語文理解、運用及表達能力有顯著的進步。 最後，根據研究結果，提出對國小老師進行閱讀教學及未來研究之建議。 / The purpose of this study attempted to realize the impacts on reading comprehension and language expression for the fourth grade students of elementary school by using SQ3R reading strategies. According to the results, the suggestions were proposed as the reference for improving reading instruction strategies for elementary school teachers. This study used a quasi-experimental research method for observation the variations of reading comprehension on fourth grade students,The questionnaires and depth interview methods were pursued for a systematic realization of opinions from the students. In this study two classes were random sampling for survey A class of experimental group students accepted SQ3R reading strategy instruction, the other class students accepted the traditional teaching (control group). This study proceeded 10-weeks and chose 3 articles as prior-test, post-test, and delay test for analyzing the progress of students. The articles were chose from "Reading comprehension - articles and sample questions" and “PIRLS reading comprehension question examples”. The results were summarized as follows: 1. Reading comprehension of fourth grade students had a significant advancement under SQ3R reading strategies teaching. 2. SQ3R reading strategies teaching for improving reading comprehension were significant difference between high and low level students. 3. Reading comprehension, vocabulary usage, and language expression of testing students had significant progress under “SQ3R reading strategies teaching”.

Mobile devices are more and more popular in recent years. As a result, many educational applications were developed to support learning activities on mobile devices. The portability of e-book readers allows learners to read anytime and anywhere they like to read. Because of these features, an e-book reader can be an ideal reading environment for supporting learners¡¦ reading activities. However, there is still a lack of proper instructional designs for making an e-book reader such a reading environment. In this study, we integrated the reading strategy of SQ3R into the reading environment of e-book readers to support learners¡¦ reading processes. Earlier studies showed that SQ3R is an effective strategy to improve learners¡¦ reading comprehension. But we have to consider whether learners are able to follow the steps of SQ3R when they are new to this strategy. If learners were not aware of the reading strategy when reading, the effect of applying SQ3R would be limited. Therefore, we proposed a SQ3R guiding mechanism to support every stage of SQ3R and embedded it into the reading environment of e-book readers. Learners could follow the guidance of SQ3R to read effectively and improve reading comprehension. A quasi-experiment and survey were conducted to evaluate the effect of the SQ3R guiding mechanism. The results showed that, given no guidance, there was no significant difference in learners¡¦ reading comprehension scores whether they read with SQ3R or not. However, if the SQ3R reading strategy was implemented together with the guiding mechanism, this combination of guidance and strategy positively and significantly contributed to learners¡¦ reading comprehension. Relevant issues and future research to improve this study was then suggested.

The aim of this study is to investigate the effects of Conceptual Approach and Combined Reading Study Strategy on 9th grade private high school students&rsquo / achievement and attitudes towards optics at &Ccedil / ankaya district of Ankara. For Conceptual Approach, Conceptually Based Instruction was developed. Combined Reading Study Strategy is the integration of reading strategies of the KWL and SQ3R. For the study, two measuring tools / Physics Achievement Test, Physics Attitude Scale and various Teaching/Leaning Materials were developed. The study was conducted with 124 ninth grade private high school students in &Ccedil / ankaya district in the spring semester 2006-2007. The study was conducted with three teachers with their 6 classes. For the study factorial design was used to investigate the partial and combined effects of Conceptual Approach and Combined Reading Study Strategy. Physics Attitude Scale and Physics Achievement Tests were administered as pre-test. Two classes instructed by conceptual approach with combined reading study strategy, two classes instructed by conceptual approach without combined reading study strategy and the left two classes were instructed by traditional instruction with combined reading study strategy. After two months treatments, Physics Attitude Scale and Physics Achievement Test were administered as post-test. The data obtained from the administration of post-tests were analyzed by statistical techniques of Multivariate Analyses of Covariance (MANCOVA). According to the results of this study the conceptual approach and combined reading strategy methods have greater affect on the students&rsquo / achievement compared to other conceptual approach without combined reading study strategy and traditional instruction with combined reading study strategy.

Reading skills are essential for all students for their successful advancement through school and on into adult life. With limited English, many Non English Speaking Background (NESB) students are under-achieving at school due to their lack of reading ability in English. This research investigates a skills-based program with an emphasis on decoding (often referred to as a bottom-up theoretical perspective) compared to a program emphasising the development of comprehension strategies, where higher level thinking is required (top-down perspective). Using a case study approach with one NESB student, it appeared that a skills-based approach was more successful and preferred by the student.

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