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The purpose of the present study was to explore how junior high students could benefit from reading multiple texts on the inquiry of big questions concerning adolescent developmental issues. Thirtyseven 8 th grade junior high students were recruited to participate in this project. Questionnaires were first adopted to investigate their types of interests on big questions, their reading attitude, and their preferences about outside readings. Then an action research followed to develop a literature-based program to promote their growth on big ideas. It is hoped that by depicting a clearer relation between multiple texts and the attainment of big ideas, this study would have implications for theories of reading comprehension using multiple texts, and for the future design and choice of feasible instructional materials in affective education.

The Effect of Multiple Texts on the Inquiry of Big Questions in the Affective Domain