碩士 / 輔仁大學 / 統計資訊學系應用統計碩士班 / 101 / The purpose of this study was to explore the effect of reading behavior, reading strategy and reading literacy on math literacy. This researchemploys the PISA 2009 databases of Shanghai, Singapore, Hong Kong, and Taiwan. The total number of the students valueable in the study was 17,379.Thebackgroundvariableswere gender, nation, parent’s education, equipment inhome, andindependent variables were reading behavior,reading strategy, and reading literacy, while the dependent variable was math literacy. To discover the prediction of reading behavior, reading strategy, andreading literacy on math literacy among students, SPSS 20.0 was used, which was processed by factor analysis, descriptive statistics, t-test, One-way ANOVA and regression analysis.
Findings were summarized as follows:
1. In terms of reading behavior and reading strategy, there were significant differences between boys and girls. In terms of reading behavior and reading strategy, girls performed better than boys.
2. There were significant differences in reading behavior for students from different countries. Besides, their reading strategies had significant differences, too. Students in Shanghai had the best reading behavior. Singaporestudents used more reading strategies.
3. There were influence differences in math literacy between active reading behavior andpassive reading behavior, and active readers performed better than passive ones.
4. There were influence differences in math literacybetween conjunctive reading strategy and memory reading strategy, and conjunctive readers performed better than memory ones.
5. Reading behavior was correlated to math accomplishments. Their relationship was lowpositive correlation (r =.310).
6. Readingstrategy was correlated to math accomplishments. Their relationship was low positive correlation (r =.215).
7. Readingliteracy was correlated to math accomplishments. Their relationship was high positive correlation (r =.881).
8. Background variables,reading behavior, reading strategyandreading literacy accounted for the variance of math literacy was the most explanatory among themath literacy, which is84.2%.
Finally, pedagogical implications and suggestions for parents, practices and further studieswere provided based on the research findings.
| Identifer | oai:union.ndltd.org:TW/101FJU00506030 |
| Date | January 2013 |
| Creators | Tzu-Yin Liao, 廖紫吟 |
| Contributors | Jeng-Fu Liu, 劉正夫 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 80 |
Page generated in 1.0996 seconds