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This research aimed to improve the reading and writing literacy of junior high school students using adolescent fictions. The research subjects included 29 junior high school students （9th graders） at a junior high school in Hualien County. In this action research, three questions were raised: （1） How to design an adolescent fiction reading and writing course answering to not only students’ literacy, but also their learning differences? （2） Having designed and developed the abovementioned course, what kind of changes did happen regarding the literacy in question? （3） What kind of difficulties encountered during the course of the action research; hence, what kind of changes?
The following Do’s and Don’ts were concluded after going through the three-phase fiction teaching cycle. The data included the teaching transcripts, the reflection journals on teaching, the students’ literary works, interviews with the students, talks with the thesis advisor and the feedback from a critical friend.
1. Do not regard any fiction as a textbook; instead, do make good
use of textual characteristics when teaching. It is suggested
that the fictions, which feature topics for discussion and
inner depictions, can better motivate students to read.
2. Do not underrate literacy development and hence regard it as
skill training; instead, do attach importance to the process of
both the scenario-based leading and the students’ active
constructing, and use characterization as an introduction to
teaching fictions to design a read-to-write literacy teaching.
3. Do differentiate when teaching the literacy of fictions in the
classroom, i.e. no need to finish reading the entire novel;
instead, do make good readers the teacher’s assistants, have
students write their own works on interesting topics, and then
start to engage them in the editing work.
4. The biggest achievement, as far as this course is concerned, is
to successfully change the students’ impressions about reading
and writing. On the one hand, the reading literacy, the
students attempted to reach the ‘Stage of Multiple Viewpoints’;
on the other hand, the writing literacy, the students made
progress in their choice of ideas and materials, structures and
organizations, and the presentation of details.
The reflection upon this action research: （1） Do conduct textual analysis seriously because it enables the teacher to rethink the definition of reading comprehension. （2） Do not rush in; instead, do pay close attention to the course of learning established independently by the students, do provide weak readers with supports necessary, and do unleash the value of the fictions. Besides these two, more suggestions have been offered according to the aforementioned finding and results in the thesis.
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