Improving Phonological Awareness and Reading through Rhyme Picture Books for EFL Elementary School Students

Autor/in	Yang, Hui Chen
Titel	Improving Phonological Awareness and Reading through Rhyme Picture Books for EFL Elementary School Students
Quelle	(2009), (171 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Alliant International University, San Diego
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-1279-0
Schlagwörter	Hochschulschrift; Dissertation; Experimental Groups; Control Groups; Elementary School Students; Textbooks; Picture Books; Phonology; Phonological Awareness; Rhyme; Foreign Countries; English (Second Language); Second Language Learning; Pretests Posttests; Reading Ability; Second Language Instruction; Private Schools; Grade 3; Educational Policy; Language Tests; Taiwan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Textbook; Text book; Schulbuch; Lehrbuch; Picture book; Bilderbuch; Fonologie; Reim; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Reading competence; Lesekompetenz; Fremdsprachenunterricht; Private school; Privatschule; School year 03; 3. Schuljahr; Schuljahr 03; Politics of education; Bildungspolitik; Language test; Sprachtest
Abstract	The problem. The Taiwanese educational system incorporated English classes into the third grade curriculum beginning in 2005, making English language education more and more important in Taiwan. The goals for implementing this English educational policy in elementary schools are for students to be able to comprehend letters, phonology, and vocabulary from textbooks. This research aims to test whether instruction using rhyme picture books improves non-native English speakers' phonological awareness and reading ability significantly more than sightreading instruction. In addition, it tests whether there is a relationship between phonological awareness and reading. Method. This study involved two classes of third grade EFL students studying in the same private language school in Taiwan. Data analysis for this study involved both qualitative and quantitative methodologies. The quantitative data was collected from pre- and post-tests using the TOPA and the Cambridge Examination for Young Learners. The qualitative data came from the researcher's field notes and an interview with the control group teacher. The pre- and posttests for both groups were analyzed using dependent and independent t-tests on the means and gain scores. The field notes provided further insight into the use of rhyming picture books to develop phonological awareness and reading ability. Results. The results showed that the experimental group significantly improved their phonological awareness compared to the control group participants, who did not receive phonological awareness instruction. With respect to the relationship between phonological awareness, the results showed that there was a moderate correlation in post-tests of experimental group, but no corresponding correlation in the control group. The qualitative data showed that background knowledge had no significant difference in improving phonological awareness. However, using rhyme picture books for phonological awareness instruction helped students improve their phonological awareness. It also helped students to remember the words and sounds, and as a result, improve their reading ability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10