The purposes of this research were¡G¡]1¡^to uncover the present status about reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement of elementary school students;¡]2¡^to analyze the differentiation on reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement based on different background variables of students;¡]3¡^to realize the correlativity among reading motivation, reading attitudes and reading behaviors ;¡]4¡^to explore the predictability in elementary school students¡¦ Chinese academic achievement on their reading motivation , reading attitudes and reading behaviors; and¡]5¡^to offer feasible suggestions according to the results. This research adopted questionnaire method to collect information about reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement of students of public elementary school of Kaohsiung City. Questionnaires were given to 871 students of 28 classes from 14 schools and 848 of which were valid. Three major instruments, i.e. Reading Motivation Questionnaire, Reading Attitudes Questionnaire, and Reading Behaviors Questionnaire, were designed to collect data, which was later analyzed by means of percentage frequently distribution, t-test, one-way ANOVA, Pearson¡¦s product-moment correlation and Stepwise multiple regression. The major results were summarized as follows¡G 1. A majority of the students in Kaohsiung City ranked high on reading motivation and reading attitudes, yet low on reading behaviors. Chinese academic achievement of elementary school students varied on a large scale. 2. Provided different student background variables, i.e. sex, grade, and social economic status, there were significant differences on student¡¦s reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement, except reading behaviors on variable grade. 3. Significant correlations were found among students' reading motivation, reading attitudes and reading behaviors. 4. In general, the intrinsic motivation was the best predictor of Chinese academic achievement. In accordance with the results of this research, suggestions concerning aspects of the authorties, schools and parents were put forward. Follow-up studies were also proposed.

Abstract Reading has been the focused program continuously promoted by Ministry of Education and Council of Cultural Affairs; it has been also the core program of each public library. Being seen in every administrative district of Kaohsiung City, the branches of Kaohsiung City Library is the most convenient access channel of the information of books for citizens and most influential on cultivating citizens¡¦ reading habit. The Kaohsiung City Library has actively promoted the City Reading for the past few years. The library has received people¡¦s applause due to its user-friendly measures, reading for different ages, many reading promotional activities and the marketing campaign for the importance of reading. However, whether the readers¡¦ and librarians¡¦ cognition and satisfaction at library service quality increase while the library practices the measures of the above, what are the suggestions for the library, and what are the key factors of readers¡¦ reading behavior that affecting their cognition and satisfaction with reading service quality are the emphasis of this study to explore. Based on the PZB model, this study examined the gap between the readers and the librarians of Kaohsiung City Library in the perception and satisfaction of library¡¦s reading service quality, and surveyed readers¡¦ suggestions for library service and the factors influencing their reading behavior via questionnaires.¡ª . The results of this study are concluded as follows: 1. A significant difference between the readers and the librarians in the cognition and satisfaction of library¡¦s reading service quality exists only on the answers regarding recognizable entrance, well air-conditioning, convenient opening hours, adequate loan limits, and convenient book reservation process. 2. There is a significant difference between the readers and the librarians in service personnel and service quality. 3. Readers care more about the reader¡¦s rights such as the frequent new book arrival, an increase of loan limits and an extension of opening hours; beside the frequency of new book arrival, librarians are concerned with professional librarian training and the adequacy of personnel 4. The factors affecting the reading behavior of interviewees are motive, living style, subject, best-seller, and specific author. Motive is the most influential one. Most of the reading motives are for fun, personal interest, experience enriching and knowledge broadening. That finding shows that obtaining the feeling of happiness from reading is the motive for interviewees to continue to read. The changing cognition of reading service quality is consequent on readers¡¦ experience and communication. Therefore, it is a continuously hard-working process. The administrators of the library should be kept informed frequently about readers¡¦ needs by conducting surveys, studies and communicating with the personnel in service. And, in order to meet readers¡¦ demands, the library should transform the needs to services measures to raise the level of readers¡¦ satisfaction and increase their interest in reading.

Due to digitization, the way students work in academia has changed over the years. Students now have to consume and produce more material on the computer than ever before. But despite this, print still has a place in many students' lives as the preferred medium when it comes to reading and writing. This study aims to identify what perceived differences students feel when engaging with the print and the digital, as well as how to best support students in moving between the two. This was achieved by interviewing students about their experiences and opinions regarding the two mediums, where it was found that they make use of both mediums since they mirror each other and by doing so complement each other. The survey was then based on the questions and the answers acquired from the interview and used to quantify the results to have a larger empirical base to work with. Both in the interview and the survey several key problems and behaviors were identified, such as the need for convenience, the emotional attachments that led to students not wanting to highlight in their books and their desire to share material easily. These matters were chosen to be problems that a prototype developed based on the results could potentially solve. The prototype was found to be effective, as the participants brought up several advantages to it, so much so that they would use it themselves if they had the opportunity.

CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior / As revoluÃÃes e mudanÃas provocadas na passagem da leitura do texto impresso para o texto eletrÃnico atraem cada vez mais o interesse por pesquisas na Ãrea de leitura. Um elemento vital caracterÃstico da maioria dos textos eletrÃnicos e que merece ser mais profundamente investigado à o hiperlink, uma vez que ele Ã, visualmente, um dos mecanismos que mais diferencia o texto eletrÃnico do impresso. Almejamos investigar o comportamento ocular na leitura de textos eletrÃnicos em inglÃs como lÃngua estrangeira quando o olho se depara com um hiperlink, com o intuito de verificar se, de fato, a presenÃa do hiperlink, por ser um elemento destacado no texto, facilita ou dificulta o processo de leitura tomando por base o tempo de leitura. Este estudo fundamenta-se em pesquisas acerca do movimento dos olhos (BALOTA; YAP; CORTESE, 2006; BRYSBAERT; VITU, 1998; JUST; CARPENTER, 1980; MACEDO et al., 2007; RAYNER, 1998; STAUB; RAYNER, 2007) sobre o processo de leitura no momento em que ele acontece. Para realizarmos esta pesquisa, utilizamos um aparelho de rastreamento ocular de resoluÃÃo 120 Hz que registra o movimento do olho a cada 8 milÃsimos de segundo para investigar o movimento dos olhos de 19 leitores fluentes de inglÃs lÃngua estrangeira enquanto liam silenciosamente dois textos curtos em duas versÃes: uma com hiperlinks e uma sem hiperlinks . Nessa investigaÃÃo, tomamos por base trÃs medidas: Tempo Total de FixaÃÃo (TFT), Tempo MÃdio de FixaÃÃo (TMF) e NÃmero Total de FixaÃÃes (NTF). Os resultados mostraram que as palavras-alvo hiperlinkadas no estÃmulo experimental e nÃo-hiperlinkadas no estÃmulo controle apresentam um tempo de leitura muito semelhante com uma diferenÃa do tempo total de apenas 32,8 ms (trinta e dois vÃrgula oito milÃsimos de segundos). Este intervalo de tempo à tÃo pequeno que nem ao menos à possÃvel extrair informaÃÃo nova durante a leitura. Embora os resultados apontem que o tempo de leitura dedicado Ãs palavras-alvo hiperlinkadas isoladamente à muito semelhante ao tempo de leitura dedicado Ãs palavras-alvo nÃo-hiperlinkadas, o tempo de leitura total dos textos com hiperlinks à bastante superior ao tempo de leitura total dos textos sem hiperlinks, aproximadamente 22000 ms (vinte e dois mil milÃsimos de segundos) sugerindo, dessa forma, que os hiperlinks causam um impacto negativo sobre o processo de leitura, isto Ã, parece dificultar o processamento textual. AlÃm disso, palavras hiperlinkadas sÃo âpuladasâ com menos frequÃncia, talvez por atraÃrem mais a atenÃÃo do olhar jà que tem cor destacada do restante do texto, sendo, portanto, mais salientes. / The revolutions and changes provoked in the passage from printed text reading to electronic text reading continuously attract the interest for researching in the reading field. A vital element which is prototypical from most of the electronic texts, and consequently is worth of being more deeply studied is the hyperlink once it is, visually, one of the mechanisms which better distinguish the electronic text from the printed one. We aim at investigating the eye-behavior in the reading of electronic texts in English as a Foreign Language (EFL) when the eye meets a hyperlink in order to verify if, in fact, the presence of hyperlink, once it is a highlighted element in the text, favors or hampers the reading process based on the reading time. This research is based on studies about eye-reading movements (BALOTA; YAP; CORTESE, 2006; BRYSBAERT; VITU, 1998; JUST; CARPENTER, 1980; MACEDO et al., 2007; RAYNER, 1998; STAUB; RAYNER, 2007) concerning to online reading. In order to do this research we made use of an equipment called eye-tracker of 120Hz resolution which records the eye movement every 8 milliseconds to investigate the eye-movement behavior of 19 fluent EFL readers while reading silently 2 short texts in two versions each: one with hyperlinks and another one without. To analyze our data we used 3 different measures: Total Time of Fixation (TTF), Mean Time of Fixation (MTF) and Total Number of Fixations (TNF). The results showed that the target words which were hyperlinked in the experimental stimulus and the ones which were not hyperlinked in the control stimulus have a similar reading time with a total reading time difference of only 32,8 ms in favor of hyperlinks. This time period is so short that it is not even possible to extract new information by the eye during reading. Even though the results suggest the amount of reading time dedicated to the hyperlinks in isolation is very similar to the reading time of the target words which were not hyperlinked in the control stimulus, the total reading time of the entire texts with hyperlinks is superior to the total reading time of the entire texts without hyperlinks, approximately 22000 ms (twenty-two thousand milliseconds) suggesting, this way, the hyperlinks cause a negative impact towards the reading process, that is, the results seem to hamper the reading process in a way. Besides, hyperlinked words are skipped less frequently, maybe because they attract the eye attention due to the highlighted color being, then, more salient.

In recent years interest in L2 reading research has focused largely on word frequency, sentence level, word recognition, and several researchers have begun to use eye tracking to better study reading behaviors. Parshina et al. (under review) have found that high proficiency heritage speakers of Russian read faster in terms of gaze duration and total time and had fewer regressions than low proficiency heritage speakers. The current study focuses on the establishment of benchmarks for L2 Russian readers in terms of first fixation duration, gaze duration, and total time when reading a complete passage, and compares these variables among different proficiency levels. Thirty-two students participated in the study with proficiency levels ranging from Novice to Superior. Subjects completed eye tracking and reading comprehension passages with the use on an eye tracker to asses reading abilities. Results show that all participants read L1 significantly faster than L2 in terms of first fixation duration. Additionally, all proficiency levels read Intermediate passages faster than Advanced passages. These results help establish the first benchmarks for eye tracking in Russian as an L2.

The process of reading in a second language is an under-studied area of research on second language processing. Researchers have found similarities and differences between first- and second-language reading (Koda, 2007; Artieda, 2017; Walter, 2007), and many believe that readers’ successful reading behaviors in their L1 reflect their reading patterns in the L2 (Yamashita, 2007; Cummings, 1991; Sparks & Ganschow, 1995). Others claim that a certain threshold level of L2 language proficiency is necessary before L1 reading ability transfers to L2 reading (Clark, 1978; Cummings, 1991). Eye tracking technology has enabled researchers to investigate early and late reading measures, the former associated with word recognition, and the latter with text integration (Rayner, 1998). However, research has not yet found much evidence for the effect of different proficiency levels in second-language reading behavior. This study builds from the aforementioned reading hypotheses and investigates whether multiple reading proficiency levels impacted reading behaviors of 37 Portuguese learners with native English backgrounds, with the use of eye-tracking technology. Participants read the same amount of passages in Portuguese (their L2), and in English (their L1), each of which ranged from Intermediate to Superior levels, and was followed by comprehension questions. Results indicate that, as expected, participants read faster in their first language and slower in their second language. Unexpectedly, proficiency level did not reveal significant effects on readers’ reading behaviors on their first or second languages.

This diploma thesis investigates the question of the development of reading skills and their relationship with the self-concept of an individual. The teoretical part describes a development of reading literacy from the view of language, because a development of reading closely depends on a language, in which an individual learns to read. Also, it describes a development of reading literacy from the view of variables, which can be found inside of an individual and his environment. Next, we focus on the development of self-concept and self-evaluation, and we describes the specifics of self- evaluation of reading at the end. In the empirical part, we analyse data that were obtained from an Research project of the GAČR, which was carried out in 2013-2015 by members of the working group at the Department of psychology and other specialist from the Department of primary pedagogy and Czech language on College of Education at Charles University in Prague. We analysed of a reading self-evaluation questionnaire of pupils in 3rd and 4th grade of primary school and we compare their scores in the questionnaire with their achievement in a couple of grammar tests which measure two basic components of reading - understanding and decoding. At the end we show examples of case studies of pupil with high and low...

SANTOS, Emerson Gonzaga dos. Leitura de textos eletrônicos em inglês/LE: um estudo exploratório via rastreamento ocular. 2014. 122f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-01-20T14:09:02Z No. of bitstreams: 1 2014_dis_egsantos.pdf: 1820318 bytes, checksum: 3c06cc5977ea71cd9f84aa1ccc61e99b (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-01-20T15:49:46Z (GMT) No. of bitstreams: 1 2014_dis_egsantos.pdf: 1820318 bytes, checksum: 3c06cc5977ea71cd9f84aa1ccc61e99b (MD5) / Made available in DSpace on 2015-01-20T15:49:46Z (GMT). No. of bitstreams: 1 2014_dis_egsantos.pdf: 1820318 bytes, checksum: 3c06cc5977ea71cd9f84aa1ccc61e99b (MD5) Previous issue date: 2014 / The revolutions and changes provoked in the passage from printed text reading to electronic text reading continuously attract the interest for researching in the reading field. A vital element which is prototypical from most of the electronic texts, and consequently is worth of being more deeply studied is the hyperlink once it is, visually, one of the mechanisms which better distinguish the electronic text from the printed one. We aim at investigating the eye-behavior in the reading of electronic texts in English as a Foreign Language (EFL) when the eye meets a hyperlink in order to verify if, in fact, the presence of hyperlink, once it is a highlighted element in the text, favors or hampers the reading process based on the reading time. This research is based on studies about eye-reading movements (BALOTA; YAP; CORTESE, 2006; BRYSBAERT; VITU, 1998; JUST; CARPENTER, 1980; MACEDO et al., 2007; RAYNER, 1998; STAUB; RAYNER, 2007) concerning to online reading. In order to do this research we made use of an equipment called eye-tracker of 120Hz resolution which records the eye movement every 8 milliseconds to investigate the eye-movement behavior of 19 fluent EFL readers while reading silently 2 short texts in two versions each: one with hyperlinks and another one without. To analyze our data we used 3 different measures: Total Time of Fixation (TTF), Mean Time of Fixation (MTF) and Total Number of Fixations (TNF). The results showed that the target words which were hyperlinked in the experimental stimulus and the ones which were not hyperlinked in the control stimulus have a similar reading time with a total reading time difference of only 32,8 ms in favor of hyperlinks. This time period is so short that it is not even possible to extract new information by the eye during reading. Even though the results suggest the amount of reading time dedicated to the hyperlinks in isolation is very similar to the reading time of the target words which were not hyperlinked in the control stimulus, the total reading time of the entire texts with hyperlinks is superior to the total reading time of the entire texts without hyperlinks, approximately 22000 ms (twenty-two thousand milliseconds) suggesting, this way, the hyperlinks cause a negative impact towards the reading process, that is, the results seem to hamper the reading process in a way. Besides, hyperlinked words are skipped less frequently, maybe because they attract the eye attention due to the highlighted color being, then, more salient. / As revoluções e mudanças provocadas na passagem da leitura do texto impresso para o texto eletrônico atraem cada vez mais o interesse por pesquisas na área de leitura. Um elemento vital característico da maioria dos textos eletrônicos e que merece ser mais profundamente investigado é o hiperlink, uma vez que ele é, visualmente, um dos mecanismos que mais diferencia o texto eletrônico do impresso. Almejamos investigar o comportamento ocular na leitura de textos eletrônicos em inglês como língua estrangeira quando o olho se depara com um hiperlink, com o intuito de verificar se, de fato, a presença do hiperlink, por ser um elemento destacado no texto, facilita ou dificulta o processo de leitura tomando por base o tempo de leitura. Este estudo fundamenta-se em pesquisas acerca do movimento dos olhos (BALOTA; YAP; CORTESE, 2006; BRYSBAERT; VITU, 1998; JUST; CARPENTER, 1980; MACEDO et al., 2007; RAYNER, 1998; STAUB; RAYNER, 2007) sobre o processo de leitura no momento em que ele acontece. Para realizarmos esta pesquisa, utilizamos um aparelho de rastreamento ocular de resolução 120 Hz que registra o movimento do olho a cada 8 milésimos de segundo para investigar o movimento dos olhos de 19 leitores fluentes de inglês língua estrangeira enquanto liam silenciosamente dois textos curtos em duas versões: uma com hiperlinks e uma sem hiperlinks . Nessa investigação, tomamos por base três medidas: Tempo Total de Fixação (TFT), Tempo Médio de Fixação (TMF) e Número Total de Fixações (NTF). Os resultados mostraram que as palavras-alvo hiperlinkadas no estímulo experimental e não-hiperlinkadas no estímulo controle apresentam um tempo de leitura muito semelhante com uma diferença do tempo total de apenas 32,8 ms (trinta e dois vírgula oito milésimos de segundos). Este intervalo de tempo é tão pequeno que nem ao menos é possível extrair informação nova durante a leitura. Embora os resultados apontem que o tempo de leitura dedicado às palavras-alvo hiperlinkadas isoladamente é muito semelhante ao tempo de leitura dedicado às palavras-alvo não-hiperlinkadas, o tempo de leitura total dos textos com hiperlinks é bastante superior ao tempo de leitura total dos textos sem hiperlinks, aproximadamente 22000 ms (vinte e dois mil milésimos de segundos) sugerindo, dessa forma, que os hiperlinks causam um impacto negativo sobre o processo de leitura, isto é, parece dificultar o processamento textual. Além disso, palavras hiperlinkadas são ‘puladas’ com menos frequência, talvez por atraírem mais a atenção do olhar já que tem cor destacada do restante do texto, sendo, portanto, mais salientes.

The aim of this study consists of two major parts: in the first place, the goal is to show to which extent the reading behavioral patterns as well as the reading methods of children and the youth have changed and developed during the past few decades. In the second place, the focus of the study shifts to the educational situation in which German as a foreign language is being taught. Important differences between mother tongue and foreign language education are pointed out and guidelines are given concerning the usage of reading as an important skill in the process of mastering German successfully. The activity of “reading” has been an integral part of the human composition and lifestyle since the earliest days of known human existence. The reading of a vastly different range of literature enriches a person’s life in a variety of ways and influences a person’s thoughts and deeds greatly to a positive extent. The reading of different types of literature can lead to the acquirement of new knowledge as well as the development of existing knowledge, new or unknown facts and information can be discovered and reading can also be utilized for the means of pure relaxation. Quite a large number of factors have contributed during the course of the last few decades to a negative development and decline in the reading patterns as well as the reading methods of the society in general – for example, the new innovations in technology, especially the increasing usage of the computer, as well as the hustled and hurried human lifestyle in which time as a very valuable and precious commodity has become extremely limited. Mainly due to above-mentioned factors a definite decline in the reading activities of children and the youth can be observed and therefore this distressing trend forms one of the major focus points of this mini-dissertation. One of the most important and influential role players in the process of establishing an early liking and love for reading is undeniably and obviously the parental home, as well as the parents’ reading behavior and habits. Another and equally important role player in the development of desired reading behavior of children and the youth are the schools and/or other educational institutions. Consequently another focus point of this study will therefore be the reading methods, which are applied in the teaching situation and the reader in a foreign language situation, as well as the reading process which takes place during the learning of a foreign language (such as German) will specifically be taken into consideration. The latter is especially important in the South African context, because German in this country is mainly being taught as a foreign language. Reading as one of the four main skills (reading; listening; speaking; writing) required in the process of learning a new (foreign) language has been a subject of scientific research since the beginning of the 20th century. In the past few decades a variety of studies in the fields of sociology, didactics and linguistics have been undertaken and the diverse theories that have resulted from these studies are a prominent fact. The interest in the reading habits of children and the youth has been rekindled during the recent decade or two and in-depth studies have indicated to which extent learners’ reading skills not only influence their ability to master a foreign language, but also contribute to the learning of other study material as well. Studies that were undertaken in Germany were mainly being made use of during the research process of this mini-dissertation, in view of the fact that the focus of the material is of course German as a foreign language. The method of research, which was applied in this mini-dissertation, is mainly a literature study and analysis. Several theories concerning the reading habits and reading behavior and/or –disposition of children and the youth towards the various forms of literature, the sociology of different reading types and the importance of the development of reading skills in especially the teaching of German as a foreign language are being investigated, analysed, discussed and compared in the various chapters. Relevant and timely information has been obtained from a comprehensive range of literary sources. Books, magazine articles, reference books as well as the internet (especially concerning the results of the most recent studies being done in German schools) have been used extensively to gather relevant information, which have consequently been compiled in such a way that for example teachers could consult and utilise this mini-dissertation in a practical and useful manner, wherever applicable. / Dissertation (MA (German))--University of Pretoria, 2006. / Modern European Languages / unrestricted

基於閱讀的價值性、重要性及影響性等特質，促使閱讀能力的培養持續受到各界關注，而家庭更是影響孩童閱讀習慣養成的重要環境之一，因此本研究旨在探究性別及家庭社經地位對家庭閱讀活動的影響，並且探討家庭閱讀活動的活躍程度與學童閱讀行為及閱讀態度養成間的關係。 本研究採問卷調查法，以台北市某八所公立小學二年級學童共計317人作為研究樣本，研究結果顯示：女性及中、高社經地位學童在家庭閱讀活動、閱讀行為及閱讀態度的表現上皆較佳，而家庭閱讀活動與閱讀行為及閱讀態度彼此間都呈現顯著正相關情形。由上述結果可推論，家長可能由於對子女性別的刻板印象而投入較多的心力在與女兒從事閱讀活動，且社經地位較高的家長，除了較有能力提供豐富閱讀資源外，也多半較重視閱讀能力的培養，因而顯示其家庭閱讀活動較為活躍；而家庭閱讀活動越活躍的學童，其閱讀行為與閱讀態度也同樣呈現積極的情形，且豐富的閱讀行為亦能帶動正向的閱讀態度。 基於以上研究發現，本研究建議家長應在家庭閱讀活動中扮演更為主動的角色，例如嘗試建立固定家庭閱讀時段，盡可能投注均等的時間陪伴子女從事閱讀；且學童本身亦可與同儕建立讀物分享的團體，並充分利用各界圖書資源；而政府則是可以考量推動內政單位與教育單位合作的可能性，藉由社會力量協助以改善低社經者的家庭閱讀活動不足的情形。 / Based on the value, importance and impact of reading, building reading ability continued to be concerned. And the family is one of the important environment where affect the children to make a rule of reading habits. So, the purpose of this study is to explore how sex and family socio-economic status affect the family reading activities, and what relations of the level of family reading activities, children reading behavior and reading attitudes. This study used questionnaires to sampling a total of 317 second grade children in 8 public schools of Taipei. And the research results showed that: girls and children of middle-high socio-economic status whose family reading activities, reading behavior and reading attitude is all better. In addition, family reading activities, reading behavior and reading attitude showed a significant positive correlation. Results can be deduced from the above, parents of their children may be due to gender stereotypes and to invest more heavily in the effort to engage in reading activities with daughter, and higher socio-economic status of parents, in addition to is not having a better position to provide a rich resource of reading, but also identify importance of reading ability, which family activity of reading is better. And family reading activities is more lively, their children’s reading behavior and reading attitude is better. And at the same time, a wealth of reading behavior can lead to read positive attitude. Based on the above findings, this study suggests that parents should play a more active role to reading with children, such as creating a fixed period of family reading time, to accompany their children in reading equal bets as far as possible. And children also can establish reading groups with their peers to share all kinds of books. On the other side, try to make full use of library resources from living surroundings. While the Government is considering to advance cooperation of the educational unit and internal affairs unit , depend on social forces to help to improve the low socio-economic families reading activities.