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題 名 | The Effects of Two Early Reading Training Programs on Word Recognition in Taiwanese EFL Young Poor Readers: An Onset/Rime-Based Approach vs. a Phoneme-Based Approach=兩種早期閱讀訓練課程對臺灣國小英語閱讀困難學童文字辨識能力之研究 |
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作 者 | 吳美琪; 陳淑惠; | 書刊名 | 英語教學 |
卷 期 | 2006專刊1 民95 |
頁 次 | 頁61-80 |
專 輯 | 英語閱讀教與學 |
分類號 | 523.318 |
關鍵詞 | 閱讀困難; 閱讀訓練課程; 文字辨識; Reading difficulties; Reading training programs; Word recognition; |
語 文 | 英文(English) |
中文摘要 | 本研究的目的旨於探討和比較兩種早期閱讀訓練課程對台灣國小四年級閱讀困難學童英語文字辨識能力的教學成效。研究對象為台北市某國小六個普通班的33 名閱讀困難的四年級學生,分屬於閱讀訓練A 組(17 名學生)與閱讀訓練B 組(16 名學生),兩組學生在為期十週的實驗教學期間,每週均有兩次英語教學,每次30 分鐘。閱讀訓練A組在音韻覺識及字母拼讀法的教學,皆強調頭音和尾韻的教學,閱讀訓練B 組在音韻覺識及字母拼讀法的教學則強調音素的教學。在實驗教學前後分別接受文字辨識測驗,藉以了解與比較兩種早期閱讀訓練對台灣國小英語閱讀困難學童英語文字辨識能力的教學成效。研究結果顯示:組內的前後測文字辨識能力比較,兩組皆發現有顯著的進步與成效。此外,比較組間的前、後測文字辨識能力成績發現,在實驗教學前,兩組的前測並未有顯著差異,但在實驗教學後,閱讀訓練B 組(音韻覺識及字母拼讀法皆強調音素的教學)在文字辨識能力的表現上,顯著優於閱讀訓練A 組(音韻覺識及字母拼讀法皆強調頭音和尾韻的教學)。本研究的結果可提供英語教學者,在面臨台灣國小英語閱讀困難學童教學時的參考。 |
英文摘要 | This experimental study examined and compared the effectiveness of two early reading training programs on Taiwanese EFL children’s word recognition ability. Previous studies indicated that the majority of readers with difficulty stay at the level of word recognition, which is highly correlated with phonological awareness and knowledge of letter-sound correspondences. Despite the findings on the positive effect of early reading training programs, there have been no studies that have been conducted to compare the effect of reading training programs focusing on onset/rime and phonemic levels, particularly with a sample of low-skilled EFL young readers with a logographic native language background. To explore this issue, thirty-three poor readers were assigned in two groups, under Training Program A (with the focus on onset/rime-level of phonological awareness, and word sort, an onset/rime-based phonics instruction), and Training Program B (with the focus on phonemic level of phonological awareness, and word box, a phoneme-based phonics instruction) respectively. The training programs consisted of two 30-minute training sessions each week and lasted for ten weeks. Students took pre- and post word recognition tests. The results of Paired-Samples t-Tests indicated that both Training Program A and B can help enhance EFL children’s word recognition. However, the result of the between-group comparison revealed that students under Training Program B (phoneme-based approach) performed significantly better in word recognition than those under Training Program A (onset/rime-based approach). The result implies that instruction focusing on phonemic level yields significantly better effect than that focusing on onset/rime level on L2 word recognition. |
本系統中英文摘要資訊取自各篇刊載內容。