總計畫暨子計畫五：提升自律與自主閱讀能力：以後設認知為基礎的智慧型閱讀歷程檔案建立、歷程檔案大數據分析工具與教學方案評估

Self-regulated and autonomous reading refers to the process in which a reader develops, according to their reading behavior, their own reading strategies of reading comprehension. In recent years, a number of programs emphasizing self-regulated reading have gained considerable attention in the field. For example, Concept-Oriented Reading Instruction can enhance students' intrinsic motivation and self-efficacy through assessment records of their reading. The general project consolidated the three research themes: 1. To examine meta-cognitive theories, especially the causal relationship between reading ability and metacognition. (Research theme of Sub-project 1). 2. To develop automatic assessment and adaptive feedback tools for text summarization, integration and interpretation, as well as text evaluation and criticism. (Research themes of Sub-project 2, 3, and 4). 3. To establish an on-line reading portfolio platform that integrates reading plans, metacognitive feedback, and reading progress, and to validate its long-term benefits. Sub-project 5 has reached three goals: 1. To establish a smart digital reading portfolio platform, and enhance students' self-regulation and self-efficacy; 2. To develop learning analytics that describe qualitative reading activities with quantitative indices, and establish visualized learning progress indicators; 3. To design teaching models that focus on the use of electronic reading portfolios, and investigate the influence of the models on the motivation and achievement of students’ reading caused by the implementation of self-regulation-oriented reading instructions. The research results of Subproject 5 show that after half a year of reading on the SmartReading system, students' reading ability has improved significantly, but they have not mastered the planning and execution skills. For the middle and low grade subjects, it is necessary to rely on the teacher's appropriate and timely guidance in order to develop the child's ability to self-discipline. The middle and high grade students can mostly self-discipline. Teachers only need to encourage and praise them in order to remind them to complete the reading effectively.