A Study of Classics-Reading Curriculum, Classics-Reading Promotion, and Classics-Reading Effect Modeling Exploration in Elementary Schools

The purposes of this study are to test reliabilities and validities of classics-reading curriculum (CRC) scale, classics-reading promotion (CRP) scale, and classics-reading effect (CRE) scale and to examine the relationships between CRC, CRP, and CRE in elementary schools through applying CORPS framework. The pilot sample and formal sample contain 141 and 500 participants from elementary school faculties and classics-reading volunteers in the north, central, south, and east regions of Taiwan. The findings indicate that Cronbach α coefficients of curriculum cognition (CC), curriculum teaching (CT), inside-school promotion (IP), outside-school promotion (EP), learning effect (LE), and class management effect (CME) subscales are .88, .85, .93, .91, .91, .94, respectively, through exploratory factor analysis and they have good internal reliabilities and construct validities, respectively, through confirmatory factor analysis. Moreover, CC, CT, IP, and EP have positive influences on LE (standardized coefficients .34, .25, .14, and .22) and on CME (standardized coefficients .41, .14, .14, and .20), respectively. CC, CT, IP, and EP can explain 69% of LE and 61% of CME. The model is supported by the data. Lastly, this study proposes some suggestions regarding the classics-reading education for elementary schools.