中文摘要
在台灣的英語教學環境下，英語閱讀的樂趣常被忽視，且英語老師的閱讀教學偏重於以教師為中心，透徹講解且著重文法教學。本研究旨在調查英文課外閱讀活動（Sustained Silent Reading）對台灣國中學生的閱讀行為是否有所影響，此外，希望能藉此研究建立一個適合台灣國中學習環境的SSR模式。本研究的受試對象為台灣中部某市立國中三十五名國一學生。本研究採用問卷法，訪談法，以及觀察記錄法以期深入調查受試對象之閱讀行為改變及建立SSR模式。本研究主要發現如下：一、研究結果顯示英文課外閱讀活動對大部分台灣國中學生的閱讀行為有正面的影響。二、研究結果發現所有的學生對於英文課外閱讀活動都有良好正面的回饋；結果顯示他們都喜歡SSR，也從SSR活動中學習，也都期待有更多類似的閱讀活動。三、依據本研究之結果，建立了一個適合台灣國中生的理想英文課外閱讀活動模式。根據研究結果，本研究首先建議台灣國中英語教師可選擇採用此理想的英文課外閱讀活動作為英語閱讀教學的一部份。本研究也希望給予未來相關研究一些建議及方向。

Abstract
The reading instruction in Taiwan is often teacher-centered, intensive, bottom-up,
and skill-based. Due to the English curriculum in Taiwan, the pleasure of English
reading is usually ignored. The present study aims to investigate the effect of a
Sustained Silent Reading program on junior high school students’ reading behavior and to change and set up an ideal Sustained Silent Reading program model in Taiwan. A total
of 35 seventh graders in a public junior high school in Taichung participated in the
study. By practicing SSR in a convenient-sampling class for a semester, and through
one reading behavior questionnaire before and after SSR, and one feedback questionnaire after SSR. The data was computed and analyzed by using the Statistical Package for Social Science (SPSS) for WindowXP, a researcher’s journal, and colleagues’ interview, whose data was transcribed, categorized, and summarized. The major findings were summarized as follows: firstly, SSR did have a positive impact on most junior high school students’ reading behavior. Secondly, all the students gave positive feedbacks for SSR, which meant that they liked SSR, they learned from SSR, and they expected more SSR. Finally, an ideal model of SSR has been suggested in the study.
According to the findings of the study, it is suggested that junior high school
teachers can adopt SSR as an alternative of their English reading instruction, and it is
hoped to provide some suggestions for further studies about SSR.

TABLE OF CONTENTS
ABSTRACT (ENGLISH) Ⅰ
ABSTRACT (CHINESE) II
TABLE OF CONTENTS III
LIST OF FIGURES V
LIST OF TABLES VI
CHAPTER ONE INTRODUCTION 1
Background of the Study 1
Purposes of the Study 5
Research Questions 6
Definitions of Terms 6
Significance of the study 7
CHAPTER TWO LITERATURE REVIEW 9
Sustained Silent Reading 9
The History of SSR 9
The Setting of SSR 14
The Advantages of Conducting SSR 18
Literacy Development Improvement 20
Reading Comprehension Improvement 22
Writing and Spelling Ability Improvement 25
EFL/ESL Enhancement 26
Reading Attitude Improvement 30
Current Reading Instructions in Taiwan 32
EFL Teaching In Taiwan 32
English Curriculum in Taiwan 34
Reading Behavior of Junior High School Students 38
Daily Reading Habit 38
The Average of the Reading Time 38
The Main Source of Reading Materials 39
The Reasons for Reading 40
The Reading Preferences 41
Conclusions 43
CHAPTER THREE METHOD 45
Subjects 45
Instruments 46
Questionnaires 47
Researcher’s Journals 49
Interview 50
Instructional Design 54
Reading Material 54
Instructional Design 54
Data Collection Procedure 55
Data Analysis 56
The Pilot Study 58
CHAPTER FOUR RESULTS 60
The Results of the Questionnaires 60
The Change of the EFL Junior High School Students’ Reading Behavior 60
The EFL Junior High School Students’ Feedback of SSR 66
The Results of the Interview 69
Junior High School Teachers’ Perceptions of English Related Reading 69
The Setting of a SSR Program 72
CHAPTER FIVE CONCLUSIONS 79
Summary of the Major Findings 79
Discussions of the Study Findings. 83
The SSR’s Impact on Junior High School Students’ Reading Behavior Change 83
SSR & Extensive Reading 86
Pedagogical Implications 89
Suggestions 92
Limitations of the Study 9
Conclusions 93
REFERENCES 94
APPENDICES 109
APPENDIX A The Questionnaire of Reading Behavior 109
APPENDIX B The Questionnaire of Students’ Feedback of SSR 111
APPENDIX C The Researcher’s Journals on an SSR Program 113
APPENDIX D The Interview Questions for Colleagues 114
APPENDIX E An Sustained Silent Reading Program 115
APPENDIX F An Example of the Interview Transcriptions 117
APPENDIX G The Book List of Reading Materials 121
APPENDIX H The SSR Program for the Pilot Study 128
APPENDIX I Time Table of SSR Classroom Observation 130

LIST OF FIGURES
Figure 2-1 Evolution of SSR 14

LIST OF TABLES
Table 3-1 The Reading Behavior Questionnaire Questions 48
Table 3-2 The Feedback Questionnaire Questions 49
Table 3-3 The Interview Questions 52
Table 3-4 The Procedures of the SSR Program 54
Table 3-5 Data Collection Procedures 56
Table 4-1 The Results on the Subjects’ Reading Habit Forming before and after SSR 61
Table 4-2 The Results on the Subjects’ Reading Attitudes before and after SSR 62
Table 4-3 The Results on the Subjects’ Reading Reasons before and after SSR 62
Table 4-4 The Results on the Subjects’ Reading Frequency before and after SSR 64
Table 4-5 The Results on the Subjects’ Use of Bookstores and Libraries before and after SSR 64
Table 4-6 The Results on the Subjects’ Reading Books and Time before and after SSR 65
Table 4-7 The Results on the Subjects’ Reading Preferences before and after SSR 66
Table 4-8 The Results on the Subjects’ Feedback of SSR 67
Table 4-9 The Results on the Subjects’ Benefits from SSR 68
Table 4-10 The Results on the Subjects’ Expectations for SSR 69
Table 4-11 The Components of SSR 77

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