並列摘要
The magic of Harry Potter, in terms of reading improvement, is that it promotes reading ability of American children in a relatively short time, which was what reading teachers have long been searching for. These young readers rauding through hundreds of pages of the book can't wait to read the book second or third time within a week. The phenomena of a voluntary, fluent-like, and repeated reading behaviors has been consistent with some of the theories that reading researchers have been advocating. Applying these three phenomena, the author attempted to design a reading curriculum to investigate the tentative outcomes and difficulties of a ”simulated” Harry Potter phenomena in the classroom setting. It is aimed to look for the motivation and the threshold competence of a lasting reading behavior outside the school as well as an alternative reading instruction inside the classroom.
參考文獻
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