| Summary: | 碩士 === 國立屏東大學 === 英語學系碩士班 === 107 === The present study aimed to examine the effects of the Balanced Reading Instruction on EFL students’ English word recognition performance and reading comprehension performance. It also explored students’ attitudes toward children’s picture books. The participants were nine fifth-graders from an elementary school in Pingtung County. All of the participants received a fifteen-week balanced reading instruction programs. The data were collected through pre/post word recognition tests, pre/post reading comprehension tests, pre/post questionnaires, interview data and classroom observation notes. The former two were analyzed with comparison between learners’ pre/post test scores. The descriptive statistics were reported for the participants’ responses in the pre/post questionnaires. The researcher’s interpretation of the findings was supported by the interviews and the notes of classroom observations.
The main findings showed that Balanced Reading Instruction facilitated students’ word recognition performance with the explicit phonics teaching and repeated vocabulary in the story. Meanwhile, with various methods of storytelling and meaningful information from the pictures in children’s books, BRI also enhanced students’ reading comprehension performances. Furthermore, most students held positive attitudes toward English reading through the children’s picture books after they received the balanced reading instruction, and some students even began to borrow English storybooks and read them after the class. Based on the results, the present study provided pedagogical implications and suggestions for further studies.
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