Case Studies of Literacy Performances of Fifth Grade Struggling EFL Learners in a Balanced Reading Program

• Main Authors: Patricia Juei-Ju Pan, 潘璿如
• Other Authors: 沈添鉦
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/68867821676472056367

碩士 === 國立嘉義大學 === 國民教育研究所 === 95 === This study aims to explore the literacy performances of three fifth grade struggling EFL learners in a balanced reading program. The literacy performances include breaking codes, making meanings, using and critiquing texts. Through a one-year case study project, the researcher collects data through observing, recording, videotaping and documenting. The multiple data reveal the following literacy performances of the focal participants: (a) in breaking codes, they make visible improvements in letter-sound correspondences and phonological awareness; (b) in making meanings, they often get meanings from pictures and then connect the meanings to texts; (c) in using texts, they try to use previously learned vocabulary to complete literacy tasks and they perform better in meaningful or familiar contexts; and (d) in critiquing texts, their responses to the characters in the picture books are limited, even monotonous, mostly commenting on the surface meanings or expressing personal preferences.