The Effects of English Picture Storybook Reading on Vocabulary Learning---A Case Study of Four Elementary School Students with Mild Mental Retardation

• Main Authors: Chin Chen, 陳瑾
• Other Authors: Shu-Min Chang
• Format: Others
• Language: en_US
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/77581766700290568282

碩士 === 元智大學 === 應用外語學系 === 94 === The current study tries to investigate the effects of English picture storybook reading on the vocabulary learning of four fourth graders with mild mental retardation. Four subjects were divided into the experimental group and the control group according to their English ability, intelligence quotient and gender. The study was conducted over three months, consisting of three stages, and each stage lasted for one month. In stage one, the treatment in the experimental group was instruction through English picture storybooks, and English picture storybooks were still used as materials for word review; the treatment in the control group was instruction through English word cards, and those cards were still used as materials for word review. In stage two, the treatment in the experimental group was instruction through English picture storybooks, and flash cards were used as materials for word review; the treatment in the control group was instruction through stories accompanied with English word cards, and those English word cards were used as materials for word review. In stage three, the treatment in the control group was instruction through English picture storybooks, and English word cards were used as materials for word review. After the treatment, the correct rate of vocabulary test between two groups was compared; the correct rate in different stages within each group was also compared. The interview between the researchers and the subjects were transcribed as materials to support interpretation. Several conclusions could be found as a result of this study. First, with strong motivation and easier learning style, learners with mild mental retardation had better performance on vocabulary test after the treatment of instruction through English picture storybooks. Second, flashcards were more effective than pictures in English picture storybooks for word learning. Third, narrative context alone might not help learners contextualize but offer a negative effect for word learning. Finally, although English picture storybooks could help learners get word meaning easily and remember new words. However, with respect to the deeper level of receptive word ability such as spelling recognition, the contribution of English picture was limited. Some suggestions and pedagogical implications are also provided for some institutions to create a better learning environment to help exceptional students learn vocabulary.