The present study is a preliminary investigation into the effect of a picture book program
on the development of Taiwanese junior high school students’ reading ability, accompanied by further exploration of the EFL learners’ perceptions of this reading instruction. With a larger sample size, a longitudinal study to examine the change or duration of the effect the picture book program produces on reading ability could be conducted.
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APPENDICES
Appendix A. The GEPT Reading Test at Elementary Level
Appendix B. A Sample of the Worksheet: The Color Monsters
II. Vocabulary and Phrases in Context
_____ 1. Today he’s feeling all mixed up, but he doesn’t understand why.
_____ 2. You can separate your feelings and put each one in its own jar.
_____ 3. This is anger. It blazes bright red.
_____ 4. When you’re angry, you want to stomp and roar and shout, “It’s not fair!”
_____ 5. When you’re calm, you breathe slowly and deeply. You feel at peace.
III. Discussion Questions
1. In The Color Monster, what could the last feeling be? Why?
The last feeling could be because On a scale of 1 to 5, how is this feeling important to you? Please color the circle and
state the reason(s).
b. to make something into different parts c. to burn very brightly and strongly
d. to walk with heavy steps or to put your foot down very hard e. a feeling of being calm, happy, and not worried
2. What are the three feelings that you show most often? Please draw the three color
monsters of yours in their own jars and describe each of them by using the patterns learned in the story. happiness, sadness, anger, fear, and calm. What other colors can be used to represent each? Please explain.
4. How do you usually express ( ) and manage ( ) your feelings?
Appendix C. Motivations for Reading Questionnaire
Appendix D. The First Interview Questions (English Version) I. Previous Experience
1. Have you had any experience in picture book reading before this elective?
2. In what kind of context have you had the experience (in class, at leisure time, or any other contexts)?
3. What do you like the most about picture books (texts/pictures/general feelings)?
4. Which part of picture books do you usually read first (Is it the same as your favorite part mentioned above)?
II. Reading Comprehension
1. What do you usually do when you encounter difficult words while reading picture books?
2. Do you read texts and pictures together or you read one of them more?
3. Among the classroom reading activities, which do you think is the most helpful in story comprehension (summary/main idea/vocabulary in contexts/discussion questions)?
4. Is there an activity that makes you feel the most difficult? How do you usually deal with it?？Please try to give examples (summary/main idea/vocabulary in
contexts/discussion questions).
III. Reading Motivation
1. Having taken this course on picture books so far, would you like to read more picture books or outside readers after class?
2. Which part in class motivates you to read (or not to read) after class?
Appendix D. The First Interview Questions (中文版)
I. 過去經驗
1. 在上這門選修課之前你有讀繪本的經驗嗎？
2. 大概是在什麼情境下讀的（課堂/休閒時間…）？
3. 最喜歡繪本的什麼部分（文字/圖片/整體感覺…）？
4. 通常先讀的部分（也是以上最喜歡的部分嗎）？
II. 閱讀理解
1. 讀繪本過程中若遇到單字你通常如何處理呢？
2. 圖文是否會搭配著看（還是看圖或文較多）？
3. 課堂中的閱讀活動，是否有哪個你認為是對故事理解最有幫助的（摘要/大意/情境 中的單字/討論問題）？
4. 是否有哪個活動讓你感到最困難（通常如何處理呢）？請試著舉例（摘要/大意/
情境中的單字/討論問題）。
III. 閱讀動機
1. 你覺得上這門繪本課到現在，在課餘之時你願意多去閱讀英文繪本或課外書嗎？
2. 課堂中的什麼部分讓你有（或沒有）這樣的動力呢？
Appendix E. The Second Interview Questions (English Version) I. Reading Comprehension
1. As the course runs so far, the reading part is almost finished. Then we will move on to the hands-on activity (of making a picture book of your own). Can you talk about your favorite activity/activities in class? What were you thinking during the time? Please give some examples.
2. In order to design better courses for future learners, your suggestions or comments are especially important. In terms of classroom activities or ways of classroom discussion, what do you think is the most interesting, the most helpful, and the most difficult part respectively? Please give examples for each part.
3. (Bring a picture book short in length for the interviewee to read) Here is a picture book.
Can you try to read it and tell me what you learn and how you read it?
II. Reading Motivation
1. Having taken this course on picture books so far, what do you think is the major change of yours in picture book reading?
2. What do you learn the most from this course on picture books?
Appendix E. The Second Interview Questions (中文版)
I. 閱讀理解
1. 課程進行至今，閱讀的部分算是都結束了（接著是實作的部分）。是否能談談你最
喜歡課堂的哪個活動？你在做此活動時想到了什麼？是否能試著舉例。
2. 為了讓未來課程設計更為完善流暢，你的建議十分重要。針對課堂討論方式或活 動，不曉得你覺得最有趣、最有幫助、最困難的部分各有些什麼呢？請試著舉例。
3. （帶一本篇幅較短的繪本去，讓學生試著閱讀）現在這邊有一本繪本，可以請你 試著讀讀看，讓我知道你讀到什麼，以及怎麼讀的嗎？
II. 閱讀動機
1. 你覺得上這門課到現在，自己在閱讀繪本這部分最大的改變是什麼呢？
2. 你覺得自己最大的收穫是什麼？