Phonics Remedial Instruction for English Underachievers at Elementary School: An Action Research

• Main Authors: Kuan-i Chen, 陳冠宜
• Other Authors: Chien-ju Chang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/64695338393339393691

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 95 === This study aims to investigate the application of the phonics remedial instruction at elementary school on English underachievers’ word recognition ability, spelling ability, English learning methods and English learning attitudes. The subjects of the study were 16 fourth graders with low English perfornmance. These students, recruited from an elementary school in Taichung County, were with normal intelligence and didn’t attend any private English language insitiutes after school. During the 14 weeks remedial instruction period, all participants received two 30-minute phonics instruction classes twice a week. Before and after the remedial instruction, all subjects were asked to take the pre-tests and post-tests of word recognition and spelling. Moreover, they were required to complete the questionnaires on students’ English learning methods and English learning attitudes. Lastly, after the remedial instruction, the researcher interviewed all subjects. The results of the study showed that the subjects improved significantly in word recognition tests including letter recoginition and word recognition. In addition, the subjects also improved significantly in spelling tests including word-initial consonants spelling, word-middle vowels spelling and word-final consonants spelling. Furthermore, in the aspect of learning methods, the subjects could finally apply the letter-sound correspondence knowledge to recognize and spell words instead of depending on visual impression to recognize words and whole-word memorization to spell words. As for English learning attitude, the subjects also performed more actively in class participation, after-class review, quizzes and homework. The findings of the study suggested that phonics instruction might be helpful in promoting the word recognition and spelling abilities of English underachievers at elementary school. Students’ positive English learning methods and learning attitude were also evident in this study. Educational implications for remedial English instruction in underachievers and suggestions for the future research were discussed.