The Effectiveness of Two Phonics Instructional Approaches on Taiwanese EFL Young Readers’ Single Word Reading and Spelling

碩士 === 國立雲林科技大學 === 應用外語系碩士班 === 99 === This study aimed to explore the effects of two phonics instructional approaches, i.e., the synthetic phonics and analytic phonics instruction on Taiwanese EFL elementary students’ single word reading and spelling. Forty-eight fourth graders without phonics kno...

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Main Authors: Min-Na Lee, 李敏娜
Other Authors: Shu-chu Chen
Format: Others
Language:en_US
Published: 2011
Online Access:http://ndltd.ncl.edu.tw/handle/65239043426156611259
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spelling ndltd-TW-099YUNT56150292016-04-08T04:21:49Z http://ndltd.ncl.edu.tw/handle/65239043426156611259 The Effectiveness of Two Phonics Instructional Approaches on Taiwanese EFL Young Readers’ Single Word Reading and Spelling 兩種字母拼讀法對國小學童單字唸讀及拼寫之成效研究 Min-Na Lee 李敏娜 碩士 國立雲林科技大學 應用外語系碩士班 99 This study aimed to explore the effects of two phonics instructional approaches, i.e., the synthetic phonics and analytic phonics instruction on Taiwanese EFL elementary students’ single word reading and spelling. Forty-eight fourth graders without phonics knowledge in an elementary school in Chang Hua County were randomly assigned to each group for a 10-week training instruction. The main focus was to find out the kind of phonics instruction that is more effective on young readers’ single word reading and spelling, and the overall performance of these two skills. In addition, their perceptions as well as their attitudes and behavior toward English learning after the training intervention were explored. Three principal instruments were employed for data collection in the study: (1) tests for single word reading and spelling, (2) self-perception measurement, and (3) interviews. The quantitative data were obtained through tests and measurement with SPSS (Statistical Package for Social Sciences, version 17), whereas the qualitative data were collected through interviews from ten participants randomly selected from each group. The findings revealed that, firstly, the two phonics approaches have yielded positive effect on the single word reading and spelling tests after the training intervention. Secondly, the two phonics approaches were of the similar effectiveness on the single word reading and spelling overall performance of EFL elementary students in Taiwan. Thirdly, the participants of both groups held a positive and helpful perception towards their English learning after ten weeks training instruction. Lastly, the data collected and interpreted through interviews revealed more than half of the students from each group attributed their English achievement to their phonics strategies—either onset-rime analogy or letter-sound correspondences accordingly. Additionally, the interview data also displayed essential affective gains. The motivation and the behavior of the two groups’ students were drawn to a more positive direction after the training program. Finally, based on the findings, some pedagogical implications and suggestions are proposed for those who intend to pursue further studies on this issue. Keywords: synthetic phonics, analytic phonics, onset, rime, letter-sound relationship, segmenting, blending Shu-chu Chen 陳淑珠 2011 學位論文 ; thesis 240 en_US
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description 碩士 === 國立雲林科技大學 === 應用外語系碩士班 === 99 === This study aimed to explore the effects of two phonics instructional approaches, i.e., the synthetic phonics and analytic phonics instruction on Taiwanese EFL elementary students’ single word reading and spelling. Forty-eight fourth graders without phonics knowledge in an elementary school in Chang Hua County were randomly assigned to each group for a 10-week training instruction. The main focus was to find out the kind of phonics instruction that is more effective on young readers’ single word reading and spelling, and the overall performance of these two skills. In addition, their perceptions as well as their attitudes and behavior toward English learning after the training intervention were explored. Three principal instruments were employed for data collection in the study: (1) tests for single word reading and spelling, (2) self-perception measurement, and (3) interviews. The quantitative data were obtained through tests and measurement with SPSS (Statistical Package for Social Sciences, version 17), whereas the qualitative data were collected through interviews from ten participants randomly selected from each group. The findings revealed that, firstly, the two phonics approaches have yielded positive effect on the single word reading and spelling tests after the training intervention. Secondly, the two phonics approaches were of the similar effectiveness on the single word reading and spelling overall performance of EFL elementary students in Taiwan. Thirdly, the participants of both groups held a positive and helpful perception towards their English learning after ten weeks training instruction. Lastly, the data collected and interpreted through interviews revealed more than half of the students from each group attributed their English achievement to their phonics strategies—either onset-rime analogy or letter-sound correspondences accordingly. Additionally, the interview data also displayed essential affective gains. The motivation and the behavior of the two groups’ students were drawn to a more positive direction after the training program. Finally, based on the findings, some pedagogical implications and suggestions are proposed for those who intend to pursue further studies on this issue. Keywords: synthetic phonics, analytic phonics, onset, rime, letter-sound relationship, segmenting, blending
author2 Shu-chu Chen
author_facet Shu-chu Chen
Min-Na Lee
李敏娜
author Min-Na Lee
李敏娜
spellingShingle Min-Na Lee
李敏娜
The Effectiveness of Two Phonics Instructional Approaches on Taiwanese EFL Young Readers’ Single Word Reading and Spelling
author_sort Min-Na Lee
title The Effectiveness of Two Phonics Instructional Approaches on Taiwanese EFL Young Readers’ Single Word Reading and Spelling
title_short The Effectiveness of Two Phonics Instructional Approaches on Taiwanese EFL Young Readers’ Single Word Reading and Spelling
title_full The Effectiveness of Two Phonics Instructional Approaches on Taiwanese EFL Young Readers’ Single Word Reading and Spelling
title_fullStr The Effectiveness of Two Phonics Instructional Approaches on Taiwanese EFL Young Readers’ Single Word Reading and Spelling
title_full_unstemmed The Effectiveness of Two Phonics Instructional Approaches on Taiwanese EFL Young Readers’ Single Word Reading and Spelling
title_sort effectiveness of two phonics instructional approaches on taiwanese efl young readers’ single word reading and spelling
publishDate 2011
url http://ndltd.ncl.edu.tw/handle/65239043426156611259
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