Comparison of Two Sight Word Instructional Methods on Elementary School Fifth-Grade Students’ English Word Recognition and Reading Comprehension
碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 104 === This study aimed to compare two sight word instructional methods, the traditional drill and practice method and the context method, on elementary school fifth-grade students’ English word recognition and reading comprehension. The participants of the s...
Main Authors: | HSIAO, WAN-LIN, 蕭琬霖 |
---|---|
Other Authors: | CHAN,YU-CHING |
Format: | Others |
Language: | en_US |
Published: |
2016
|
Online Access: | http://ndltd.ncl.edu.tw/handle/87604740687901137857 |
Similar Items
-
EFFECTS OF SIGHT WORDS PROJECT ON ENGLISH READING ACHIEVEMENT AND COMPREHENSION OF THE FIFTH-GRADE STUDENTS
by: Ya-fen Hsu, et al. -
An Action Research on the Balanced Reading Instruction on Elementary School Fifth Graders’ English Word Recognition and Reading Attitudes
by: Wang, Pin-Xun, et al.
Published: (2015) -
THE EFFECTS OF BALANCED READING INSTRUCTION ON ELEMENTARY SCHOOL STUDENTS’ENGLISH WORD RECOGNITION, READING COMPREHENSION AND READING ATTITUDES
by: Yi-chun Fu, et al. -
Effects of Sight Word Instruction via Flashcards on EFL Elementary School Students’ Word Recognition
by: Pan, Szutsun, et al.
Published: (2011) -
The effects of sight word instruction on word recognition, word reading and spelling in elementary 4th graders: Analogy approach vs. look-and-say approach
by: Pay-Shih Sune, et al.
Published: (2006)