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題名 可解碼故事書應用於英語補救教學之成效研究
The effects of decodable storybook instruction on early reading skills in a remedial english class作者 邱筠佳 貢獻者 殷允美
邱筠佳關鍵詞 可解碼英文故事書
低成就學童
補救教學
早期英語閱讀能力
學習態度
質性資料
整體到細部
字母拼讀技巧
行動研究
字母認讀
單字辨識
單字拼讀
decodable storybook
underachievers
remedial instruction
early reading ability
learning attitudes
letter-sound recognition
word recognition
visual blending
action research
qualitative way
phonics
whole-to-parts phonics instruction日期 2009 上傳時間 9-May-2016 15:47:33 (UTC+8) 摘要 本研究旨在探究以可解碼英文故事書(decodable storybook)為主的英語教學，對低年級英語低成就學童的影響，特別是在此補救教學方案下，學童早期英語閱讀能力及學習態度之改變及表現，並探討造成其改變的可能原因。本研究分兩階段進行，第一階段先進行小規模的預試研究作為正式研究之準備，目的在測試選用的英語可解碼故事書做為教材是否適切、教學活動是否可行，並根據初探結果規劃正式研究。第二階段的正式研究，根據第一階段的結果改良部分測驗、增加閱讀讀本、以及增加教師訪談等質性資料，以期進一步探討此補救教學方案對於學童早期閱讀能力及學習態度的影響。 在正式研究中，研究對象為台北市某國小英語攜手班(補救教學班)之五名二年級學習低成就學童（學業表現為後15%至20%）。研究者選擇Scholastic Company所出版的某系列分級可解碼英語故事書之第一套部分冊數作為讀本，搭配由整體到細部的架構理念設計課程，發展出適合本校學童的補救教學方案，將字母拼讀技巧訓練融入自然有趣的閱讀情境中。 本研究為行動研究，透過以質性為主的資料蒐集法，包含課室錄影錄音觀察、訪談、多方文件彙集及前後測評量，來進行研究結果之分析詮釋。學童每週均接受一次教學(每次三節課，共120分鐘)，共持續十六週。經過一學期補救教學後，對照學童前後測評量及各種質性資料分析，發現學童在字母認讀、單字辨識、單字拼讀及學習態度上均有正向改變。本研究也發現，使用可解碼故事書的內容來設計閱讀及自然發音教學活動，的確有助於低成就學童早期閱讀能力及內在動機之提升。本研究之結果及教學建議可供未來國小補救教學之參考。
The purpose of this study is to examine the effect of decodable storybook instruction on the early reading performances and learning attitudes of Taiwanese EFL lower-grade underachievers in an elementary school in Taipei. An attempt is also made to explore the possible reasons for any improvement among the underachievers’ with respect to this remedial program. The present study was conducted in two stages. A small-scale pilot study was implemented as a preparation for the formal study in advance. The purpose of the pilot study was to investigate if the reading text of the selected storybook series is appropriate for underachievers, the feasibility of the decodable storybook instruction and the effects of the instruction on learners’ early reading ability and learning attitudes. Afterwards, the formal study was revised in modifying some test words as well as the scoring procedure on the early reading assessments, adding more reading materials and qualitative data sources such as teacher interviews. In the formal study, the participants are one remedial English class of five second graders (whose academic performances were at the bottom 15% to 20% of the grade). The curriculum was based on the contents of a commercial series of decodable story books—Clifford Phonics Fun Reading Program—pack one. The researcher adopted the framework of whole-to-parts phonics instruction to integrate reading activities and phonics training in an interesting and meaningful reading context. A variety of reading activities integrating four skills were designed and based on the content and topic of the storybooks to rouse learners’ interest. Decodable CVC words embedded in the story series were then explicitly taught to learners to apply letter-sound knowledge in their reading process. This study triangulates action research with qualitative data using classroom observations (video or taping), interviews, assessment records, and document analysis. Data analysis interprets the study results. After the sixteen weeks of remedial instruction, a comparison between the results of pre-tests and post-tests showed some changes in learners’ early reading ability, including letter-sound recognition, word recognition and visual blending, as well as a positive change in learning attitudes. The other findings were as follows. (1) Multiple teaching activities generated from the decodable story book can be beneficial to learners’ early reading ability and learning motivation. (2) The decodable story book is an effective language learning medium for learners to apply their decoding skills as well as to provide them with an interesting reading context to lower their anxiety in learning English. Based on the findings, a number of suggestions and pedagogical implications are provided for EFL elementary school teachers and further studies in the remedial instruction field alike.參考文獻 Adams, M. J. (1990). Beginning to read: Thinking and learning about print.Cambridge: MIT Press. Alexander, F., Blevins, W.,& Maccarone, G. (2002). Clifford the big red dog phonics fun reading program: Pack 1. New York: Scholastic. Ashcroft. (2004). Preventing school failure by enhancing reading and social skills. Preventing School Failure, 48(2), 19-22. Atkinson, R. C. (1975). Mnemoechnics in second-language learning. American Psychologist, 39, 821-828. Barron, R. W. (1986). Word recognition in early reading: A review of the direct and indirect access hypotheses. Cognition, 24, 93-119. Blevins, W. (1998). Phonics from A to Z-- A practical guide. New York: Scholastic. Chall, J. S. (1996). Learning to read: The great debate (3rd ed.). Orlando, FL: Harcourt. Chan, Y. C. (2001). An evaluation of the use of communicative-approach-oriented method in elementary schools. Proceedings of the Tenth International Symposium on English Teaching, 185-198. Taipei: The Crane Publishing Co., Ltd. Chan, Y. C., & Wu, G. C. (2000). A study of foreign language anxiety of elementary school EFL learners in Taiwan. Proceedings of the 2000 National Taipei Teachers College Educational Academic Conferences, 85-100, National Taipei Teachers College, Taipei, Taiwan. Chang, W. C., Chou, C. T., Chen, C. Y., Ye, H. N., Lin, C. C., & Hsu, Y. G. (2003). The bimodal distribution in the Basic Competence Test for Junior High School Students in the English test and measures for improvement. Taipei: Bureau of Education. (NIOERAR NO. F0037623). Chen, K. I. (2006). Phonics remedial instruction for English underachievers at elementary: An action research. 字母拼讀法融入國小英語科低成就學童補救教學之行動研究。Unpublished master thesis, National Taipei University of Education, Taipei, Taiwan. Chen, L. W. (2004). An action research on phonics instruction to improve decoding and oral reading of EFL remedial learners in a junior high school. Unpublished master thesis, National Chung Cheng University, Chiayi, Taiwan. Cunningham, P. M. (1990). The names test: A quick assessment of decoding ability. The Reading Teacher, 44. Cunningham, P. M. (1991). What kind of phonics instruction will we have? phonics they use: Words for reading and writing (2nd ed.). New York: Addison-Wesley. Cunningham, P. M. (2005). Phonics they use – words for reading and writing. Wake Forest University. Dombey, H., & Moustafa, M. (1998). Whole to part phonics. Portsmouth, NH: Heinemann. Ehri, L. C. (1987). Learning to read and spell words. Journal of Reading Behavior,19,5-31. Ellis, G., & Brewster, J. (2002). Tell it again: The storytelling handbook for primary teachers. London: Penguin Books. Eldredge, J. L. (1995). Teaching decoding in holistic classrooms. New Jersey: Brigham Young University. Ericsson, K., & Simon, H. (1980). Verbal reports as data. Psychological Review, 87(3), 215-251. Foreman, P. B. (1948). The theory of case studies. Social Forces, 26(4), 408-419. Good, R. H., & Kaminski, R. A. (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Gough, P. (1997). Critical balances: Early instruction for lifelong reading. Reading online [On-line Serial]. Retrieved April 4, 2009, from http://www://readingonline.org/critical/Houston/gough Grossen, B. (1997). 30 years of research: What we now know about how children learn to read. Retrieved February 10, 2009, from http://theroadtoemmaus.org/RdLb/21PbAr/Ed/30yr_phn.htm#major Hoffman, J. V., Roser, N. L., Patterson, E., Salas, R., & Pennington, J. (2000). Text leveling and “little books”in first grade reading. Journal of Literacy Research, 33(3), 507–528. Hoffman, J. V., & Schallert, D. L. (2004). The texts in elementary classrooms. Routledge. Retrieved May 28, 2009, from http://books.google.com/books?=C1cnOhEZrugC&printsec=frontcover&dq=The+Texts+in+Elementary+Classrooms Holly, B. L., & Paige, C. P. (2004). Phonological awareness assessment and instruction: A sound beginning. USA: Pearson Education. Honig, B. (1996). Teaching our children to read: The role of skills in a comprehensive reading program. CA: Corwin Press. Honig, B. (2001). Teaching our children to read: The components of an effective, comprehensive reading program (2nd ed.). Thousands Oaks, CA: Corwin. Hsu, M. H. (2004). The effects of strong phonics instruction on Taiwanese EFL children’s early reading skills. 強化式字母拼讀法教學對台灣國小學童英語早期閱讀能力影響之研究。Unpublished master thesis, National Taipei Teachers College, Taipei, Taiwan. Hung, S. K. (1997). A comparison of two methods, k. k. phonetic symbols and phonics, in teaching English to children. K. K. 音標與自然發音法在兒童英語教學上之比較。Unpublished master thesis, National Kaohsiung Normal University, Taiwan. Jenkins, J. R. (2004). Effects of reading decodable texts in supplemental first- grade tutoring. Scientific studies of reading, 8(1), 53-85. Jenkins, J. R., Vadasy, P. F., Peyton, J. A., & Sanders, E. A. (2003). Decodable text-Where to find it. The Reading Teacher, 57(2), 185–189. Juel, C., & Roper-Schneider, D. (1985). The influence of basal readers on first grade reading. Reading Research Quarterly, 20, 134-152. Lee, Y. C. (2009). The effects of word box and word sort phonics instruction on the third graders’ phonological awareness and spelling ability. Unpublished master thesis, Taipei Municipal University of Education, Taipei, Taiwan. Mesmer, H. A. (2005). Text decidability and the first-grade reader. Reading & Writing Quarterly, 2, 61-68. Mesmer, H. A. (2008). Tools for matching readers to texts: Research-based practices. Guilford Press. Retrieved May 28, 2009, from http://books.google.com/books?id=cBjiT6MNZxwC&printsec=frontcover&dq=tools+for+Matching+Readers+to+Texts:+Research-Based+Practices Nunan, D. (2003). Research methods in language learning. National Centre for English language Teaching and Research Macquarie University. Parsons, R. D., & Brown, K. S. (2002). Teacher as reflective practitioner and action researcher. USA: Wadsworth/Thomson Learning. Paul, D. (2003). Teaching english to children in asia. Hong Kong: Longman. Reistma, P. (1983). Printed word learning in beginning readers. Journal of Experimental Child Psychology, 36, 321-339. Rinsland, H. D. (1945). A basic vocabulary of elementary school children. New York: Macmillan. Scholastic Inc., (2003). Scholastic phonics readers product overview. New York: Scholastic Inc. Retrieved May 2, 2008, from http://www.scholastic.com/administrator/funding/fundingconnection/pdf/PhonicsReadersProductOverview.pdf Scholastic Inc., (2003). An evaluation of decodable text in Scholastic phonics readers. New York: Scholastic Inc. Retrieved May 30, 2008, from http://teacher.scholastic.com/products/research/early_childhood_primary.htm#Effectiveness%20Reports Seidenberg, M. S. (1985). The time course of information activation and utilization in visual word recognition. In Besner, D., Waller, T. G.,& Mackinnon, G. E. reading research: Advances in theory and practice, 5, 199-252. Orlando, FL: Academic Press. Sharan, B. M. (2001). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass Publishers. Stahl, S., Hester, D. A., & Stahl, K. A. (1998). Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly, 33, 335-338. Stahl, S., & Miller, P. D. (1989). “Whole language and language experience approaches for beginning reading: A quantitative research synthesis. Review of Educational Research, 59. Strickland, D. S. (1998). What is basic in beginning reading? Finding common ground. Educational Leadership, 55 (6), 6-10. The Department of Education of Taipei City Government. (2009). Guidelines of Hand in Hand Project. 台北市國民小學98年度攜手激勵學習潛能計畫。 Retrieved April 3, 2009, from http://www.edunet.taipei.gov.tw/public/public.asp?SEL=350 Wallace, M. J. (1998). Action research for language teachers. New York: Cambridge University Press. Weaver, C. (1998). Toward a balanced approach to reading: Reconsidering a balanced approach to reading. Urbana, IL: National Council of Teachers of English. Wu, M. C. (2005). The effectiveness of two early reading training programs on reading ability in Taiwanese EFL young poor readers. Unpublished master thesis, National Taipei Teachers College, Taipei, Taiwan. Yen, H. Y. (2003). An examination of the effect of explicit phonics instruction and authentic readings on EFL elementary pupils. Unpublished master thesis, National Chenkung University, Tainan, Taiwan. 描述 碩士
國立政治大學
英語教學碩士在職專班
95951002資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095951002 資料類型 thesis dc.contributor.advisor 殷允美 zh_TW dc.contributor.author (Authors) 邱筠佳 zh_TW dc.creator (作者) 邱筠佳 zh_TW dc.date (日期) 2009 en_US dc.date.accessioned 9-May-2016 15:47:33 (UTC+8) - dc.date.available 9-May-2016 15:47:33 (UTC+8) - dc.date.issued (上傳時間) 9-May-2016 15:47:33 (UTC+8) - dc.identifier (Other Identifiers) G0095951002 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/95386 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英語教學碩士在職專班 zh_TW dc.description (描述) 95951002 zh_TW dc.description.abstract (摘要) 本研究旨在探究以可解碼英文故事書(decodable storybook)為主的英語教學，對低年級英語低成就學童的影響，特別是在此補救教學方案下，學童早期英語閱讀能力及學習態度之改變及表現，並探討造成其改變的可能原因。本研究分兩階段進行，第一階段先進行小規模的預試研究作為正式研究之準備，目的在測試選用的英語可解碼故事書做為教材是否適切、教學活動是否可行，並根據初探結果規劃正式研究。第二階段的正式研究，根據第一階段的結果改良部分測驗、增加閱讀讀本、以及增加教師訪談等質性資料，以期進一步探討此補救教學方案對於學童早期閱讀能力及學習態度的影響。 在正式研究中，研究對象為台北市某國小英語攜手班(補救教學班)之五名二年級學習低成就學童（學業表現為後15%至20%）。研究者選擇Scholastic Company所出版的某系列分級可解碼英語故事書之第一套部分冊數作為讀本，搭配由整體到細部的架構理念設計課程，發展出適合本校學童的補救教學方案，將字母拼讀技巧訓練融入自然有趣的閱讀情境中。 本研究為行動研究，透過以質性為主的資料蒐集法，包含課室錄影錄音觀察、訪談、多方文件彙集及前後測評量，來進行研究結果之分析詮釋。學童每週均接受一次教學(每次三節課，共120分鐘)，共持續十六週。經過一學期補救教學後，對照學童前後測評量及各種質性資料分析，發現學童在字母認讀、單字辨識、單字拼讀及學習態度上均有正向改變。本研究也發現，使用可解碼故事書的內容來設計閱讀及自然發音教學活動，的確有助於低成就學童早期閱讀能力及內在動機之提升。本研究之結果及教學建議可供未來國小補救教學之參考。 zh_TW dc.description.abstract (摘要) The purpose of this study is to examine the effect of decodable storybook instruction on the early reading performances and learning attitudes of Taiwanese EFL lower-grade underachievers in an elementary school in Taipei. An attempt is also made to explore the possible reasons for any improvement among the underachievers’ with respect to this remedial program. The present study was conducted in two stages. A small-scale pilot study was implemented as a preparation for the formal study in advance. The purpose of the pilot study was to investigate if the reading text of the selected storybook series is appropriate for underachievers, the feasibility of the decodable storybook instruction and the effects of the instruction on learners’ early reading ability and learning attitudes. Afterwards, the formal study was revised in modifying some test words as well as the scoring procedure on the early reading assessments, adding more reading materials and qualitative data sources such as teacher interviews. In the formal study, the participants are one remedial English class of five second graders (whose academic performances were at the bottom 15% to 20% of the grade). The curriculum was based on the contents of a commercial series of decodable story books—Clifford Phonics Fun Reading Program—pack one. The researcher adopted the framework of whole-to-parts phonics instruction to integrate reading activities and phonics training in an interesting and meaningful reading context. A variety of reading activities integrating four skills were designed and based on the content and topic of the storybooks to rouse learners’ interest. Decodable CVC words embedded in the story series were then explicitly taught to learners to apply letter-sound knowledge in their reading process. This study triangulates action research with qualitative data using classroom observations (video or taping), interviews, assessment records, and document analysis. Data analysis interprets the study results. After the sixteen weeks of remedial instruction, a comparison between the results of pre-tests and post-tests showed some changes in learners’ early reading ability, including letter-sound recognition, word recognition and visual blending, as well as a positive change in learning attitudes. The other findings were as follows. (1) Multiple teaching activities generated from the decodable story book can be beneficial to learners’ early reading ability and learning motivation. (2) The decodable story book is an effective language learning medium for learners to apply their decoding skills as well as to provide them with an interesting reading context to lower their anxiety in learning English. Based on the findings, a number of suggestions and pedagogical implications are provided for EFL elementary school teachers and further studies in the remedial instruction field alike. en_US dc.description.tableofcontents Acknowledgements................iii Table of Contents...............v Chinese Abstract .............. xii English Abstract .............. xiv Chapter One:Introduction.............. 1 Background and Motivation............. 1 Purpose of the Study...................4 Definitions of Terms...................6 Organization of the Thesis.............10 Chapter Two: Literature Review.........12 Phonics Instruction....................12 Traditional Phonics Instruction........12 Whole to parts Phonics Instruction.....14 Decodable Text...........................17 The Importance of Decodable Text.......17 Decodable Text Reading Instruction.....18 Related Studies in the English Native context....20 Empirical Studies in EFL Taiwan..................23 Chapter Three: Methodology.......................27 The Pilot Study..................................27 The Formal Study.................................32 The Study Framework............................33 Setting........................................38 Participants...................................38 Teaching Materials.............................41 Instruction....................................45 Data Collection................................57 Data Analysis..................................63 Chapter Four: Results and Discussion...................68 Change in the Early Reading Performance of Learners....68 Score Results from the Early Reading Assessments.....68 Descriptive Records of Learners` Early Reading Assessment.............................................73 Results of the Classroom Observation Notes and Semi-structured Student Interviews..........................80 Results of the Records of Learners’Oral Reading of Stories................................................87 Change in Learning Attitudes...........................92 Learners’Negative Attitudes toward English Before the Remedial Class.........................................92 Learners’Positive Attitude toward the Remedial Class...95 The Promotion of Learners’Confidence in English Learning Learners’ Experiences and Feedback to the Remedial Instruction..............................................100 Learners’Interest in the Teaching Activities..........101 Learners’Fondness of the Decodable Storybooks.........103 The Simple and Readable Writing of Decodable Storybooks105 Learners’ Preference for Storybooks than Textbooks....107 Chapter Five: Conclusions................................109 Main Findings............................................109 Pedagogical Implications.................................113 Limitations of the Study and Suggestions for Future Research.................................................116 References...............................................119 Appendixes...............................................127 Appendix A Letter Sound Recognition Assessment........127 Appendix B-1 Word Recognition Assessment(question)......129 Appendix B-2 Word Recognition Assessment(answer)........130 Appendix C Visual Blending Assessment.................132 Appendix D Questionnaire with Prompt Interview........135 Appendix E-1 Semi-structured Student Interview-Early Reading Ability..........................................137 Appendix E-2 Semi-structured Student Interview—Learning Attitudes(pre-test)......................................138 Appendix E-3 Semi-structured Student Interview—Learning Attitudes(post-test).....................................139 Appendix F Semi-structured Teacher Interview..........140 Appendix G-1 Oral Reading of Stories Record Sheet(Book1) .................................................141 Appendix G-2 Oral Reading of Stories Record Sheet (Book2) .................................................142 Appendix G-3 Oral Reading of Stories Record Sheet (Book3) .................................................143 Appendix G-4 Oral Reading of Stories Record Sheet (Book4)..................................................144 Appendix G-5 Oral Reading of Stories Record Sheet (Book5)..................................................146 Appendix G-6 Oral Reading of Stories Record Sheet (Book8)..................................................147 Appendix G-7 Oral Reading of Stories Record Sheet (Book12).................................................149 Appendix H Classroom Field Notes Form.................151 Appendix I Parents Notice.............................152 Appendix J A Sample Lesson Plan of Book 1.............153 Appendix K-1 S1’s Early Reading Performance Before and After the Instruction................................156 Appendix K-2 S2’s Early Reading Performance Before and After the Instruction................................158 Appendix K-3 S3’s Early Reading Performance Before and After the Instruction................................160 Appendix K-4 S4’s Early Reading Performance Before and After the Instruction................................162 Appendix K-5 S5’s Early Reading Performance Before and After the Instruction................................164 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095951002 en_US dc.subject (關鍵詞) 可解碼英文故事書 zh_TW dc.subject (關鍵詞) 低成就學童 zh_TW dc.subject (關鍵詞) 補救教學 zh_TW dc.subject (關鍵詞) 早期英語閱讀能力 zh_TW dc.subject (關鍵詞) 學習態度 zh_TW dc.subject (關鍵詞) 質性資料 zh_TW dc.subject (關鍵詞) 整體到細部 zh_TW dc.subject (關鍵詞) 字母拼讀技巧 zh_TW dc.subject (關鍵詞) 行動研究 zh_TW dc.subject (關鍵詞) 字母認讀 zh_TW dc.subject (關鍵詞) 單字辨識 zh_TW dc.subject (關鍵詞) 單字拼讀 zh_TW dc.subject (關鍵詞) decodable storybook en_US dc.subject (關鍵詞) underachievers en_US dc.subject (關鍵詞) remedial instruction en_US dc.subject (關鍵詞) early reading ability en_US dc.subject (關鍵詞) learning attitudes en_US dc.subject (關鍵詞) letter-sound recognition en_US dc.subject (關鍵詞) word recognition en_US dc.subject (關鍵詞) visual blending en_US dc.subject (關鍵詞) action research en_US dc.subject (關鍵詞) qualitative way en_US dc.subject (關鍵詞) phonics en_US dc.subject (關鍵詞) whole-to-parts phonics instruction en_US dc.title (題名) 可解碼故事書應用於英語補救教學之成效研究 zh_TW dc.title (題名) The effects of decodable storybook instruction on early reading skills in a remedial english class en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Adams, M. J. (1990). Beginning to read: Thinking and learning about print.Cambridge: MIT Press. Alexander, F., Blevins, W.,& Maccarone, G. (2002). Clifford the big red dog phonics fun reading program: Pack 1. New York: Scholastic. Ashcroft. (2004). Preventing school failure by enhancing reading and social skills. Preventing School Failure, 48(2), 19-22. Atkinson, R. C. (1975). Mnemoechnics in second-language learning. American Psychologist, 39, 821-828. Barron, R. W. (1986). Word recognition in early reading: A review of the direct and indirect access hypotheses. Cognition, 24, 93-119. Blevins, W. (1998). Phonics from A to Z-- A practical guide. New York: Scholastic. Chall, J. S. (1996). Learning to read: The great debate (3rd ed.). Orlando, FL: Harcourt. Chan, Y. C. (2001). An evaluation of the use of communicative-approach-oriented method in elementary schools. Proceedings of the Tenth International Symposium on English Teaching, 185-198. Taipei: The Crane Publishing Co., Ltd. Chan, Y. 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