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題名 韻尾類比訓練對國小六年級學生英文讀字能力之成效研究
The effects of rime analogy training on word reading for efl sixth graders
作者 黃秀玉
Huang, Shiu Yu
貢獻者 殷允美
Yin, Yuen Mei
黃秀玉
Huang, Shiu Yu
關鍵詞 韻尾類比
類比法
字母拼讀
提示字
韻尾識覺
解碼技巧
解碼策略
讀字
低程度學生
學習態度
字母與音的對應關係
rime analogy
analogy
phonics
clue words
rime awareness
decoding skills
decoding strategies
word reading
low proficiency students
learning attitudes
grapheme-phoneme correspondences
日期 2009
上傳時間 4-Sep-2013 14:54:52 (UTC+8)
摘要 本研究旨在探討韻尾類比訓練對國小六年級學生英文讀字能力、讀字態度之影響及其學習困難。研究分兩階段進行：第一階段為小規模之預試研究，第二階段則為正式實驗。預試研究後，研究者在教法、試題做修正改進，並經由了解學生之思考過程及學習困難後，再進一步設計更完整之訪談。
在正式實驗中，對象為桃園縣某國小二個六年級班級，並從二班各挑出25人做為實驗組及對照組。實驗組施以韻尾類比策略訓練，教材來源為學生二至五年級之教科書字彙以做為類比策略運用之基礎。對照組雖使用相同之教材，但教法則僅限於字母與音的對應關係。實驗時間為每週20分鐘(每週兩節英語之前10分鐘)，持續十週。兩組學生在教學前後各施以讀字測驗及唸讀英文字態度問卷調查，訓練後則二組各選6名做為訪談對象以進一步了解他們的學習困難。
結果發現，二組學生在讀字能力上並無顯著差別，但在讀字態度上只有實驗組有顯著正向改變。比較二組學習困難則發現對照組之困難較為複雜。此外，實驗組之低程度學生在接受類比訓練後，在讀字能力及讀字態度上相較於對照組之低程度學生有非常明顯之進步。
以上研究結果顯示，韻尾類比策略訓練可以提升國小六年級學生英文認字能力亦能正向改變學生之讀字態度，尤其對低程度學生更為有效。最後根據本研究之結果及學生之學習困難提出教學建議，供未來國小英語教師英文讀字教學時之參考。
The purpose of this study is to explore the effects of rime analogy training on sixth graders with respect to their decoding skills, attitudinal changes towards reading English words, and perceived difficulties with word reading. The present study comprised 2 phases: the first being a small-scale pilot study, the second a formal study. The pilot functioned as a preparatory work for the formal study. In the pilot, the testing materials, instruments, and activities of the training were tested and revised to be more suitable for the formal study. From the students’ responses, the researcher obtained some insights about their thinking process and learning difficulties and this allowed for designing a more complete interview for the formal study.
In the formal study, there was an experimental group and a control group, each comprised of 25 sixth graders from two classes in one elementary school in Tao Yuan county. The experimental group received rime analogy training. The teaching materials were selected from the participants’ textbooks word bank, from the second grade to the fifth grade, as a basis for making analogy. The control group was taught with the same materials but received phonics instruction that focused only on grapheme-phoneme correspondences rules. Both groups received two 10-minute training sessions a week for 10 weeks, and were administered the same pre-and post-test (generalization test) to assess decoding skills, and a pre-and post-training questionnaire on attitudes toward reading English words. After the training, six participants from each group were further interviewed to understand their thinking process and perceived difficulties.
The findings are as follows. In terms of the decoding skills, the post generalization test showed that no significant statistical difference was found between the two groups. In light of the attitudinal changes, only within-group comparisons of the experimental group were significantly different. In view of perceived difficulties, the interviews revealed that the difficulties in the control group were more complicated than those in the experimental group. The most noteworthy finding is that the lowest-proficiency participants in the experimental group not only outperformed their counterparts in the control group in decoding skills, but also demonstrated far more positive attitudinal changes after the training.
The findings provide supporting evidence for the value of rime analogy training in promoting students’ decoding abilities and positively changing students’ learning attitudes. The nature of students’ perceived difficulties is also discussed, in respect of which several pedagogical implications and suggestions for future studies are outlined.
參考文獻 Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
Blevins, W. (1998). Phonics from A to Z: A practical guide. New York: Scholastic.
Bowey, J. A., & Hansen, J. (1994). The development of orthographic rimes as units of word recognition. Journal of Experimental Child Psychology, 58, 465-488.
Bowey, J. A., & Underwood, N. (1996). Further evidence that orthographic rime usage in nonword reading increases with word-level reading proficiency. Journal of Experimental Child Psychology, 63(3), 526-562.
Brown, G. D. A., & Deavers, R. P. (1999). Units of analysis in nonword reading: Evidence from children and adults. Journal of Experimental Child Psychology, 73, 208-242.
Bruck, M., & Treiman, R. (1992). Learning to pronounce words: The limitations of analogies. Reading Research Quarterly, 27, 374-388.
Bryant, P. E., MacLean, M., Bradley, L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26(3), 429-438.
Chang, C. P. (2009). The effects of syllable-awareness based phonics on spelling multi-syllable words for seventh grade junior high school students. Master’s Thesis, National Chengchi University, Taipei, Taiwan.
Chang, T. S. & Wu, P. L. (2008). The effects of an analogy-based phonics approach on elementary school students` decoding ability. Journal of National Hualien Teachers College, 27, 1-32.
Chard, D. J., Dickson, S. V. (1999). Phonological Awareness: Instructional and assessment guidelines. Intervention in School and Clinic, 34(5), 261–270.
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. Master’s Thesis, National Chung Cheng University, Chiayi, Taiwan.
Chen, Y. J. (2003). The effects of phonological decoding training on English word recognition skills in Taiwanese EFL children. Master’s thesis, National Taipei Teachers College, Taipei, Taiwan.
Christensen, C. A., & Bowey, J. A. (2005). The efficacy of orthographic rime,grapheme-phoneme correspondence, and implicit phonics approaches to teaching decoding skills. Scientific Studies of Reading, 9(4), 327-349.
Chu H. M. (2002). Assessing EFL learners’ decoding skills. English Teaching and Learning, 26(3), 35-57.
Coltheart, V., & Leahy, J. (1992). Children’s and adults’ reading of nonwords: Effects of regularity and consistency. Journal of Experimental Child Psychology: Learning, Memory, and Cognition, 18, 718-729.
Deavers, R., Solity, J., & Kerfoot, S. (2000). The effect of instruction on early nonword reading strategies. Journal of Research in Reading, 23(3), 267-286.
Ehri, L. C., & Robbins, C. (1992). Beginners need some decoding skill to read words by analogy. Reading Research Quarterly, 27, 13-26.
Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy (pp. 3-41). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Farrington-Flint, L., & Wood, C. (2007). The role of lexical analogies in beginning reading: Insights from children`s self-reports. Journal of Educational Psychology, 99(2), 326-338.
Gaskins, R. W., Gaskins, J. C., & Gaskins, I. W. (1991). A decoding program for poor readers-And the rest of the class, too! Language Arts, 68(3), 213-225.
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.
Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. East Sussex: Lawrence Erlbaum.
Goswami, U. (1991). Learning about spelling sequences: The role of onsets and rimes in analogies in reading. Child Development, 62, 1110-1123.
Goswami, U., & Mead, F. (1992). Onset and rime awareness and analogies in reading. Reading Research Quarterly, 27(2), 153-162.
Goswami, U. (1995). Phonological development and reading by analogy: What is analogy, and what is it not? Journal of Research in Reading, 18, 139-145.
Goswami, U. (1999). Casual connections in beginning reading: The importance of rhyme. Journal of Research in Reading, 22, 217-240.
Goswami, U. (2005). Synthetic Phonics and Learning to Read: A cross-language perspective. Education Psychology in Practice, 21, 273-282.
Henk, W. A., & Melnick, S. A. (1995). The reader self-perception scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470-482.
Hong,Y. L., Huang, S. S., Jhou, Y. L., Liou, Y. M., Lin, J. R., & Sie, L. S. 洪燕玲、黃秀霜、周奕良、柳雅梅、林娟如、謝麗雪 (2006)。Standardized English word recognition test. 英語認字測驗。心理出版社。
Hsu, M. H. (2004). The effects of strong phonics instruction on Taiwanese EFL children`s early reading skills. Master’s Thesis, National Taipei University of Education, Taipei, Taiwan.
Johnston, F. R. (1999). The timing and teaching of word families. The Reading Teacher, 53(1), 64-75.
Kirtley, C., Bryant, P., MacLean, M., & Bradley, L. (1989). Rhyme, rime, and the onset of reading. Journal of Experimental Child Psychology, 48, 224-245.
Kuo, F. Y. (2007). A study on the use of analogy in English word recognition remedial instruction. Master’s Thesis, National University of Tainan, Tainan, Taiwan.
Lee, C. J. (2004). Effects of onset and rime phonics instruction on EFL beginners` oral reading and spelling. Master`s Thesis, Southern Taiwan University, Tainan, Taiwan.
Lin, C. C. (1999). After Alphabets and before spelling: A discussion of practice before phonics. English Teaching & Learning, 23, 15-21.
Lin, C. C. (2000). After spelling and before reading: A discussion of practice after phonics. English Teaching & Learning, 24, 68-74.
Ma, T. H. (2007). Effects of analogy three trainings on children’s learning to read English words: CV, rime, and vowel. Master’s Thesis, Taipei Municipal University of Education, Taipei, Taiwan.
MOE. (2001). Guidelines of grades 1-9 curriculum for elementary and junior high school education. Retrieved August 22, 2009, from http://www.ftn.ks.edu.tw/b10/eng2.htm
MOE. (2006). Guidelines of grades 1-9 curriculum for elementary and junior high school education (English). Retrieved August 22, 2009, from http://teach.eje.edu.tw/9CC/index_new.php
Morris, D. (2008). Diagnosis and correction of reading problems. New York: Guilford Press.
Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1997). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 65, 370-396.
OED. (1989). The Oxford English Dictionary. 2nd ed. Retrieved September 11, 2009, from http://dictionary.oed.com
Roberts, L., & McDougall, S. (2003). What do children do in the rime-analogy task? An examination of the skills and strategies used by early readers. Journal of Experimental Child Psychology, 84, 310-337.
Savage, R. S. (1997). Do children need concurrent prompts in order to use lexical analogies in reading? Journal of Child Psychology and Psychiatry and Allied Disciplines, 38(2), 235-246.
Su, C. T. (2004). The effects of onset-rime based phonics instruction on phonemic awareness and oral reading in an EFL elementary School. Master’s Thesis, National Chung Cheng University, Chiayi, Taiwan.
Walton, P. D. (1995). Rhyming ability, phoneme identity, letter–sound knowledge, and the use of orthographic analogy by prereaders. Journal of Educational Psychology, 87, 587-597.
Walton, P. D., Walton, L. M., & Felton, K. (2001). Teaching rime analogy or letter recoding strategies to prereaders: Effects on prereading skills and word reading.
Journal of Educational Psychology, 93, 160-180.
Walton, P. D. & Walton, L. M. (2002). Beginning reading by teaching in rime analogy: Effects on phonological skills, letter-sound knowledge, working memory, and word-reading strategies. Scientific Studies of Reading; 6(1), 79-115.
Wang, C. C., & Gaffney, J. S. (1998). First graders` use of analogy in word reading. Journal of Literacy Research, 30(3), 389-403.
Wood, C. (2000). Rhyme awareness, orthographic analogy use, phonemic awareness and reading: An examination of relationships. Educational Psychology, 20(1), 5-15.
Wood, C. (2002). Orthographic analogies and phonological priming effects. Journal of Research in Reading, 25(2), 144-159.
Wu, Y. C. (2007). The effects of nursery rhyme instruction on EFL remedial teaching in elementary school. Master’s Thesis, National Chengchi University, Taipei, Taiwan.



REFERENCES (CHINESE)
Hsu, H. F. (2003) 培養兒童的文字認讀與拼寫能力: 三種發音教學方式的成效研究. 碩士論文, 國立台北師範學院.
描述 碩士
國立政治大學
英語教學碩士在職專班
96951017
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096951017
資料類型 thesis
dc.contributor.advisor 殷允美zh_TW
dc.contributor.advisor Yin, Yuen Meien_US
dc.contributor.author (Authors) 黃秀玉zh_TW
dc.contributor.author (Authors) Huang, Shiu Yuen_US
dc.creator (作者) 黃秀玉zh_TW
dc.creator (作者) Huang, Shiu Yuen_US
dc.date (日期) 2009en_US
dc.date.accessioned 4-Sep-2013 14:54:52 (UTC+8)-
dc.date.available 4-Sep-2013 14:54:52 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:54:52 (UTC+8)-
dc.identifier (Other Identifiers) G0096951017en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60022-
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) 96951017zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 本研究旨在探討韻尾類比訓練對國小六年級學生英文讀字能力、讀字態度之影響及其學習困難。研究分兩階段進行：第一階段為小規模之預試研究，第二階段則為正式實驗。預試研究後，研究者在教法、試題做修正改進，並經由了解學生之思考過程及學習困難後，再進一步設計更完整之訪談。
在正式實驗中，對象為桃園縣某國小二個六年級班級，並從二班各挑出25人做為實驗組及對照組。實驗組施以韻尾類比策略訓練，教材來源為學生二至五年級之教科書字彙以做為類比策略運用之基礎。對照組雖使用相同之教材，但教法則僅限於字母與音的對應關係。實驗時間為每週20分鐘(每週兩節英語之前10分鐘)，持續十週。兩組學生在教學前後各施以讀字測驗及唸讀英文字態度問卷調查，訓練後則二組各選6名做為訪談對象以進一步了解他們的學習困難。
結果發現，二組學生在讀字能力上並無顯著差別，但在讀字態度上只有實驗組有顯著正向改變。比較二組學習困難則發現對照組之困難較為複雜。此外，實驗組之低程度學生在接受類比訓練後，在讀字能力及讀字態度上相較於對照組之低程度學生有非常明顯之進步。
以上研究結果顯示，韻尾類比策略訓練可以提升國小六年級學生英文認字能力亦能正向改變學生之讀字態度，尤其對低程度學生更為有效。最後根據本研究之結果及學生之學習困難提出教學建議，供未來國小英語教師英文讀字教學時之參考。		zh_TW
dc.description.abstract (摘要) The purpose of this study is to explore the effects of rime analogy training on sixth graders with respect to their decoding skills, attitudinal changes towards reading English words, and perceived difficulties with word reading. The present study comprised 2 phases: the first being a small-scale pilot study, the second a formal study. The pilot functioned as a preparatory work for the formal study. In the pilot, the testing materials, instruments, and activities of the training were tested and revised to be more suitable for the formal study. From the students’ responses, the researcher obtained some insights about their thinking process and learning difficulties and this allowed for designing a more complete interview for the formal study.
In the formal study, there was an experimental group and a control group, each comprised of 25 sixth graders from two classes in one elementary school in Tao Yuan county. The experimental group received rime analogy training. The teaching materials were selected from the participants’ textbooks word bank, from the second grade to the fifth grade, as a basis for making analogy. The control group was taught with the same materials but received phonics instruction that focused only on grapheme-phoneme correspondences rules. Both groups received two 10-minute training sessions a week for 10 weeks, and were administered the same pre-and post-test (generalization test) to assess decoding skills, and a pre-and post-training questionnaire on attitudes toward reading English words. After the training, six participants from each group were further interviewed to understand their thinking process and perceived difficulties.
The findings are as follows. In terms of the decoding skills, the post generalization test showed that no significant statistical difference was found between the two groups. In light of the attitudinal changes, only within-group comparisons of the experimental group were significantly different. In view of perceived difficulties, the interviews revealed that the difficulties in the control group were more complicated than those in the experimental group. The most noteworthy finding is that the lowest-proficiency participants in the experimental group not only outperformed their counterparts in the control group in decoding skills, but also demonstrated far more positive attitudinal changes after the training.
The findings provide supporting evidence for the value of rime analogy training in promoting students’ decoding abilities and positively changing students’ learning attitudes. The nature of students’ perceived difficulties is also discussed, in respect of which several pedagogical implications and suggestions for future studies are outlined.		en_US
dc.description.tableofcontents Acknowledgements…………………………………………………iv
Chinese Abstract ……………………………………………… xi
English Abstract ………………………………………………xii

Chapter One: Introduction…………………………………… 1
Background and Motivation……………………………………1
Purpose of the Study……………………………………………2
Definitions of Terms………………………………………… 4
Organization of the Thesis………………………………… 6

Chapter Two: Literature Review……………………………8
The Relation Between Analogy and Rime…………………8
Onset and Rime……………………………………………………9
Onset-rime Awareness………………………………………… 10
Importance of Onset-rime Awareness…………………… 12
Onset-rime Awareness and Reading Strategies……… 14
Rime Analogy………………………………………………………15
Clue Words in Rime Analogy…………………………………15
Importance of Rime Analogy in Reading…………………16
Rime Analogy and Reading Levels………………………… 17
Related Studies in a Taiwanese Context……………… 19
Rime Analogy and Attitudes………………………………… 21

Chapter Three: Methodology………………………………… 26
Research Design………………………………………………… 26
The Pilot Study………………………………………………… 26
The Revision……………………………………………………… 28
The Formal Study………………………………………………… 32
Participants……………………………………………………… 34
Instruments………………………………………………………… 36
Testing Materials……………………………………………… 36
Standardized English Word Recognition Test………… 36
Generalization Test…………………………………………… 37
Questionnaire on Attitudes Toward Reading English Words… 39
Interview……………………………………………………………40
Teaching Materials and Training……………………………42
Teaching Materials.…………………………………………… 42
Training.…………………………………………………………… 44
Data Analysis ………………………………………………………46

Chapter Four: Results and Discussion……………………48
Decoding Skills ………………………………………………… 48
Comparisons Between the Two Groups……………………… 48
Questionnaire on Attitudes Toward Reading English Words …53
Comparisons Between the Two Groups ……………………………… 53
Comparisons Within Each Group ………………………………55
Interview………………………………………………………………59
Difficulties…………………………………………………………59
Perceptions of Training Duration……………………………62
Perceptions of Teacher’s Teaching Method………………63

Chapter Five: Conclusions…………………………………… 66
Main Findings………………………………………………………66
Pedagogical Implications………………………………………68
Limitations of the Study and Suggestions for Future Research……71		zh_TW
dc.format.extent 960258 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096951017en_US
dc.subject (關鍵詞) 韻尾類比zh_TW
dc.subject (關鍵詞) 類比法zh_TW
dc.subject (關鍵詞) 字母拼讀zh_TW
dc.subject (關鍵詞) 提示字zh_TW
dc.subject (關鍵詞) 韻尾識覺zh_TW
dc.subject (關鍵詞) 解碼技巧zh_TW
dc.subject (關鍵詞) 解碼策略zh_TW
dc.subject (關鍵詞) 讀字zh_TW
dc.subject (關鍵詞) 低程度學生zh_TW
dc.subject (關鍵詞) 學習態度zh_TW
dc.subject (關鍵詞) 字母與音的對應關係zh_TW
dc.subject (關鍵詞) rime analogyen_US
dc.subject (關鍵詞) analogyen_US
dc.subject (關鍵詞) phonicsen_US
dc.subject (關鍵詞) clue wordsen_US
dc.subject (關鍵詞) rime awarenessen_US
dc.subject (關鍵詞) decoding skillsen_US
dc.subject (關鍵詞) decoding strategiesen_US
dc.subject (關鍵詞) word readingen_US
dc.subject (關鍵詞) low proficiency studentsen_US
dc.subject (關鍵詞) learning attitudesen_US
dc.subject (關鍵詞) grapheme-phoneme correspondencesen_US
dc.title (題名) 韻尾類比訓練對國小六年級學生英文讀字能力之成效研究zh_TW
dc.title (題名) The effects of rime analogy training on word reading for efl sixth gradersen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
Blevins, W. (1998). Phonics from A to Z: A practical guide. New York: Scholastic.
Bowey, J. A., & Hansen, J. (1994). The development of orthographic rimes as units of word recognition. Journal of Experimental Child Psychology, 58, 465-488.
Bowey, J. A., & Underwood, N. (1996). Further evidence that orthographic rime usage in nonword reading increases with word-level reading proficiency. Journal of Experimental Child Psychology, 63(3), 526-562.
Brown, G. D. A., & Deavers, R. P. (1999). Units of analysis in nonword reading: Evidence from children and adults. Journal of Experimental Child Psychology, 73, 208-242.
Bruck, M., & Treiman, R. (1992). Learning to pronounce words: The limitations of analogies. Reading Research Quarterly, 27, 374-388.
Bryant, P. E., MacLean, M., Bradley, L., & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26(3), 429-438.
Chang, C. P. (2009). The effects of syllable-awareness based phonics on spelling multi-syllable words for seventh grade junior high school students. Master’s Thesis, National Chengchi University, Taipei, Taiwan.
Chang, T. S. & Wu, P. L. (2008). The effects of an analogy-based phonics approach on elementary school students` decoding ability. Journal of National Hualien Teachers College, 27, 1-32.
Chard, D. J., Dickson, S. V. (1999). Phonological Awareness: Instructional and assessment guidelines. Intervention in School and Clinic, 34(5), 261–270.
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. Master’s Thesis, National Chung Cheng University, Chiayi, Taiwan.
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REFERENCES (CHINESE)
Hsu, H. F. (2003) 培養兒童的文字認讀與拼寫能力: 三種發音教學方式的成效研究. 碩士論文, 國立台北師範學院.		zh_TW