| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 103 === The 10-week study aimed to investigate the effects of balanced reading instruction on English vocabulary ability and oral reading fluency of fourth graders.
In this quasi-experimental study, forty-seven 4th graders from two classes in Taoyuan City were served as the experimental group and the control group. The 23 students in the experimental group received balanced reading instruction once a week for 40 minutes, while the other 24 students in the control group received regular vocabulary instruction. Data were collected through English vocabulary test, English oral reading fluency test and a feedback questionnaire and further analyzed with descriptive statistics, paired sample t-test and independent t-test.
The study results revealed that the experimental group performed significantly better than the control group in English vocabulary test, especially on the aspects of the correspondence between sound-and-meaning and that of form-and-meaning. Although the experimental group improved significantly in English oral reading fluency, both groups’ performance did not reach significant difference. Besides, most of students in the experimental group had positive evaluation on balanced reading instruction.
Finally, based on the results of this study, some suggestions for English teaching and further studies were offered.
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