2022 年 63 巻 3-4 号 p. 139-152
In this study, to encourage university students to read, we adopted a reading method called Focused Reading (FR) and provided them with three days of reading instruction and two weeks of reading practice support for books with uncomplicated content (e.g., self-help books). FR is a method of reading in which skimming and the Preview, Question, Read, Summarize (PQRS) learning strategy are both applied. Thirty-six undergraduates participated in the study, and the final results from thirty-three students were used to verify the effectiveness of the reading instruction. In this study, we did not prepare a control group but used a technique called “the constructive method” to examine the effects. The participants were divided into two groups based on the amount of reading they had done in the preceding year, and the between-group differences in the effects of reading instruction were examined. Results showed the amount of reading of general books increased significantly over the following three months of the semester as compared to pre-intervention. In addition, the average amount of reading of university textbooks and other academic books, which were not the subject of instruction, also increased significantly, although there were seven students who did not read at all. In the case of the low-reading group, although there were some areas for which the instruction did not have a clear effect, results suggest it helped increase the amount of reading and engaging in reading behavior for most of the students.