查詢結果分析
相關文獻
- The Effect of Phonics Instruction on Word Recognition and Reading Comprehension among EFL Low-achieving Learners in a Taiwanese Junior High Schools
- RTI理念融入多媒體閱讀理解教材以提升一般生及閱讀低成就學生在閱讀及識字成效之教學研究
- Phonological Processing, Oral Language and Reading in Three Chinese-speaking EFL Children
- Enhancing L2 Less-proficient University Students' Metacognitive Awareness of Reading Strategies and Reading Comprehension
- 摘要策略教學對七年級低成就學生摘要能力與閱讀理解能力的影響研究
- 資優低成就學生教學與輔導策略之探討
- 從書面教材編撰與學生閱讀理解的關係談空中大學教科書設計編撰
- 課程本位閱讀測驗的效度研究
- 相似字與非相似字呈現方式對國小一年級國語科低成就學生生字學習效果之比較
- Collaborating Reading with Writing: A Case Study of Critique-Writing
頁籤選單縮合
題名 | The Effect of Phonics Instruction on Word Recognition and Reading Comprehension among EFL Low-achieving Learners in a Taiwanese Junior High Schools=字母拼讀法教學對臺灣國中英語低成就學生認字與閱讀理解之影響 |
---|---|
作者 | 林彥良; | 書刊名 | 慈濟大學教育研究學刊 |
卷期 | 5 2009.07[民98.07] |
頁次 | 頁293-355 |
分類號 | 523.538051 |
關鍵詞 | 字母拼讀法; 低成就學生; 認字能力; 閱讀理解; Phonics; Low-achieving learners; Word recognition; Reading comprehension; |
語文 | 英文(English) |
英文摘要 | This study aims to examine the extent to which phonics instruction can facilitate word recognition and reading comprehension of low-achieving learners at a junior high school located in Hualien. Twelve ninth graders, with low proficiency levels, were recruited to a complementary phonics support program, implemented twice a week which lasted for fourteen 45-minute class periods over a seven-week period of time. The research design included pretesting learners, before they received phonics instruction, and posttesting learners immediately, following the instruction. Survey questionnaires and qualitative interviews were also conducted. The results of the study revealed that (1) phonics instruction significantly improved low-achieving learners’ performance on the measures of word recognition, including word decoding and meaning; (2) the reading comprehension ability of low-achieving learners was developed significantly prior to, and following, the phonics program; (3) learning difficulties which the learners encountered in the program were likely to be multi-syllable word decoding, irregular spelling patterns and vowels; and (4) most participants endorsed the belief that peer tutors may play a positive role during the phonics learning program. It appears that low-achieving learners might well benefit from phonics instruction significantly to develop word recognition and reading comprehension; consequently, the pedagogical practice of integrating orthographic and phonological awareness training into a support program can be of enormous value for such learners to acquire fundamental knowledge of English words. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。