本研究旨在瞭解晨讀十分鐘活動對國小二年級學童閱讀動機和閱讀行為的影響。以台中縣某國小二年級的兩個班級為研究對象，一班為實驗組（28人），在早修時間進行晨讀十分鐘活動，另一班為控制組（26人），在早修時間進行導師時間活動，實驗處理時間為每天早修十分鐘，每週五天，為期十五週，總共750分鐘。 研究者以自編之「閱讀動機量表」與「閱讀行為量表」對研究對象進行前、後測，以量表前測分數為共變項，進行獨立樣本單因子共變數分析，比較兩組學生的閱讀動機與閱讀行為，研究者並自行設計「圖書借閱記錄統計表」以輔助說明學童之閱讀行為；另研究者設計「家庭背景調查問卷」探討學童家庭背景對閱讀動機與閱讀行為之影響及家長觀察學童之閱讀狀況；最後設計了「晨讀活動回饋單」，以瞭解學童對晨讀十分鐘活動之看法。 由研究結果得到主要結論如下：1.晨讀十分鐘活動有助於提升國小二年級學童閱讀動機。2.晨讀十分鐘活動對國小二年級學童閱讀行為有正向影響。3.晨讀十分鐘之活動對男童閱讀動機與閱讀行為之助益高於女童。4.接受晨讀十分鐘活動之學童中，其不同家庭背景對其閱讀動機與閱讀行為沒有差異。5.接受晨讀十分鐘活動之學童中，其家長觀察學童之實際閱讀狀況沒有改變。6.接受晨讀十分鐘活動之學童中，其實際閱讀狀況有正向改變。 The purpose of this research was to explore the effects of ten-minutes reading in the morning on elementary school students’ reading motivation and reading behavior. The subjects were fifty-four second grade students from two classes in Taichung County . In the experimental group (composed of twenty-eight students), the students participated ten-minutes reading in the morning at 7:30~7:40 A.M.. In the control group (composed of twenty-six students), the students participated a Tutor Time with non-reading activities. Both of the programs were practiced 10 minutes every morning, five days a week, for consecutive fifteen weeks. In order to realize the changes of students’ reading motivation and reading behavior , the “Reading Motivation Questionnaire” and ”Reading Behavior Questionnaire” were conducted by the experimental and control groups before and after instruction. One-way Analysis of Covariance (ANCOVA) was used to analyze the data, with the pre-test used as a covariate to test the hypotheses. “Books Borrowing Record List” was designed to describe the students’ reading behavior. “Family Background Questionnaire” was designed to probe the affections of background to reading motivation and reading behavior. “Reading Feedback Sheet” was used to understand the views of the experimental group students about ten-minutes reading in the morning. The results indicated as follows:1.Ten-minutes reading in the morning can enhance the second graders’ reading motivation.2.Ten-minutes reading in the morning positively affects the second graders’ reading behavior.3.Ten-minutes reading in the morning helps the more reading motivation and behavior of boys than girls.4.The effect on the different family background, the students’ reading motivation and behavior didn’t have obvious difference.5.The students’ reading at home didn’t change through the parents’ observation.6.Ten-minutes reading in the morning increases students’ positively views of reading.
