Applying Picture Storybooks to Teach Emergent Writing to First Grade Students at Elementary School

• Main Authors: CHANG, MIAO-CHUN, 張妙君
• Other Authors: HUNG, YUEH-NU
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/18712314997980947228

碩士 === 國立新竹教育大學 === 臺灣語言與語文教育研究所 === 93 === The goal of this research was to study the influence of applying picture storybooks to teach first grade emergent writing on students’ competence and attitudes towards writing. The main purposes were: 1. To understand the effects of "Picture Storybook Teaching Methodology" on first grade elementary students’ writing competence. 2. To understand the effects of "Picture Storybook Teaching Methodology” on first grade elementary students’ writing attitude. 3. Based on the results and conclusions of this research, provide appropriate writing teaching activities and strategies for first grade elementary school teachers. Based on the pre-test post-test nonequivalent groups design of quasi-experimental research methodology, this study selected its sample from two first grade classes at an elementary school in Changhua County. There were 35 students in both classes, one of which was the experimental group and the other the control group. The students in the experimental group were given a ten-week teaching of emergent writing through "Picture Storybook Teaching Methodology" for five class periods each week, while the students in the control group did not receive any instructional innovation. Tools and data collection methods used in this study included "Writing Ability Diagnostic Test for Children," "Writing Attitude Rating Scale," and qualitative data (including teaching logs, student responses, and questionnaires for parents.) Quantitative data obtained from one-way ANOVA analysis were used to test the students' performance in "Writing Ability Diagnostic Test for Children" and "Writing Attitude Rating Scale," while qualitative data were mainly obtained via content analysis. The major findings of this research are as follows: 1. There was a significant difference in the total number of words between the compositions written by the students in the experimental group and those by the control group. 2. There was no significant difference in average number of words between the compositions written by the students in the experimental group and those by the control group. 3. There was a significant difference in “syntactic quotient" between the compositions written by the students in the experimental group and those by the control group. 4. There was a significant difference in "semantic quotient" between the compositions written by the students in the experimental group and those by the control group. 5. There was a significant difference in writing attitude between the students in the experimental group and those in the control group. The main conclusions drawn from the findings of this research are summed up as follows: 1. "Picture Storybook Teaching Methodology" improves the first graders' writing competence. 2. "Picture Storybook Teaching Methodology" enhances first graders’ attitude and interest in writing. 3. The practice of teacher scaffolding in "Picture Storybook Teaching Methodology" reduces students’ anxiety of writing and also increases their competence in writing. 4. "Picture Storybook Teaching Methodology" helps students develop ideas and contents for writing. Based on the conclusions above, the researcher provides suggestions for classroom application and future research. Key words: picture storybook, emergent writing, writing ability, writing attitude