NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1086186
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-2332-3205
Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation
Chou, Mei-Ju; Cheng, Jui-Ching; Cheng, Ya-Wen
Universal Journal of Educational Research, v4 n1 p81-97 2016
This research aims to explore how preschool educators understand about raising children's reading motivation through operating classroom aesthetic reading environment. With one year qualitative research, sixteen 4-6 years old young were observed and interviewed. The first stage interviews were undergone with environmental guidance. After the physical class reading environment was adjusted into aesthetic perspective, children's reading motivation and attitudes were triggered. The second stage involved themed reading activities, including the child-centered extended reading activities, arranging parent-child and peers shared reading time, designing borrowing books home activities, promoting peers and parent-child shared reading, and classroom hot-popular reading books selection ballot. Data collection methods included observation, interviews, children's relative documents, drawings, and hands-on works. Based on analysis of research data, main results were extracted as below: young children's reading motivation including interest, perceived control, collaboration, involvement, and efficacy were promoted through classroom aesthetic reading environment and parent-child shared reading promotion activities. Finally, according to conclusion of this research, suggestions for relative teaching application and subsequent research were proposed as reference.
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A