Effects of English Reading Instruction with Rhymes and Rhythms on English Reading Performance of Primary School Students

• Main Authors: Ting-yu Lu, 盧亭妤
• Other Authors: Ching-chi Chen
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/80137339621677200926

碩士 === 高雄師範大學 === 英語教育研究所 === 97 === The purpose of this study is to investigate the practice of English reading program that adopt the use of rhymes and rhythms in the process of teaching. In addition to discover the effectiveness of this method, the study also aimed to examine the role rhymes and rhythms play in the learning of English reading. Furthermore, the students’ attitudes toward English reading and their reading confidence are observed as well. In this study, three classes, including 81 fifth-graders, in Guang-Chun Elementary School were recruited. The reading program administered in the study was English Reading Instruction with Rhymes and Rhythms. Each class spent forty minutes per week learning to read three selections; Hop on Pop, We’re Going on a Bear Hunt, and The Cat in the Hat. The instruction of each reading lasted for four weeks. In addition to reading aloud with the instructors, the researcher designed rhyme-based or rhythm-based activities to reinforce the development of phonological awareness, orthographic analogy, as well as rhythmic reading. Learners were divided into several groups and were requested to do group presentation after each reading was covered. Each learner’s reading competence was evaluated by adopting the Achievement Test on Students’ English Reading Ability. Learners’ attitudes and responses to the English Reading Instruction with Rhymes and Rhythms were interpreted in both a qualitative and a quantitative way by means of analyzing the data collected from the related questionnaire, interview records, and researcher’s journals. According to the statistics and quantitative information, the major findings of the present study are summarized as follows: 1. Rhymes and rhythms are contributive to the learning of English reading. 2. The reading program built up learners’ confidence. Consequently, they are more willing to read new English stories voluntarily and become active readers. 3. Most of the subjects considered their English reading competences are developed after the practice of this reading program. They regard rhymes and rhythms as influential and powerful factors that help them acquire such a larger amount of English vocabulary and sentence patterns in a short time. 4. The rhyme-based and rhythm-based additional activities uncover the joy of English reading. They can catch the learner’s attention and stir up their motivation. 5. Learners’ hold positive attitudes toward the reading instruction that adopted books which were contained with rhyming words and rhythmic sentences Stood on the study findings, it is suggested that the English teachers in primary schools integrate rhymes and rhythms with English reading instruction. Besides, English teachers in Taiwan should be responsible for creating a nonthreatening, interesting, desirable, and enjoyable learning environment to facilitate students’ learning. Moreover, learners’ phonological awareness, orthographic analogy, and reading fluency must be trained and developed to ensure future reading success. Though there are still improvement for the study, the results of the present study suggests English teachers in primary schools that it is influential and crucial to adopt the teaching of rhymes and rhythms into English reading instruction in Taiwan.