The Effects of Two Early Reading Training Programs on Word Recognition in Taiwanese EFL Young Poor Readers: An Onset/Rime-Based Approach vs. a Phoneme-Based Approach_

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題名：	The Effects of Two Early Reading Training Programs on Word Recognition in Taiwanese EFL Young Poor Readers: An Onset/Rime-Based Approach vs. a Phoneme-Based Approach
書刊名：	英語教學
作者：	吳美琪／陳淑惠
作者(外文)：	Wu, Mei-chi／Chen, Eileen Shu-hui
出版日期：	2006
卷期：	2006專刊1
頁次：	頁61-80
主題關鍵詞：	閱讀困難；閱讀訓練課程；文字辨識；Reading difficulties；Reading training programs；Word recognition
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:0 點閱:19

本研究的目的旨於探討和比較兩種早期閱讀訓練課程對台灣國小四年級閱讀困難學童英語文字辨識能力的教學成效。研究對象為台北市某國小六個普通班的33 名閱讀困難的四年級學生，分屬於閱讀訓練A 組(17 名學生)與閱讀訓練B 組(16 名學生)，兩組學生在為期十週的實驗教學期間，每週均有兩次英語教學，每次30 分鐘。閱讀訓練A組在音韻覺識及字母拼讀法的教學，皆強調頭音和尾韻的教學，閱讀訓練B 組在音韻覺識及字母拼讀法的教學則強調音素的教學。在實驗教學前後分別接受文字辨識測驗，藉以了解與比較兩種早期閱讀訓練對台灣國小英語閱讀困難學童英語文字辨識能力的教學成效。研究結果顯示：組內的前後測文字辨識能力比較，兩組皆發現有顯著的進步與成效。此外，比較組間的前、後測文字辨識能力成績發現，在實驗教學前，兩組的前測並未有顯著差異，但在實驗教學後，閱讀訓練B 組(音韻覺識及字母拼讀法皆強調音素的教學)在文字辨識能力的表現上，顯著優於閱讀訓練A 組(音韻覺識及字母拼讀法皆強調頭音和尾韻的教學)。本研究的結果可提供英語教學者，在面臨台灣國小英語閱讀困難學童教學時的參考。

以文找文

This experimental study examined and compared the effectiveness of two early reading training programs on Taiwanese EFL children’s word recognition ability. Previous studies indicated that the majority of readers with difficulty stay at the level of word recognition, which is highly correlated with phonological awareness and knowledge of letter-sound correspondences. Despite the findings on the positive effect of early reading training programs, there have been no studies that have been conducted to compare the effect of reading training programs focusing on onset/rime and phonemic levels, particularly with a sample of low-skilled EFL young readers with a logographic native language background. To explore this issue, thirty-three poor readers were assigned in two groups, under Training Program A (with the focus on onset/rime-level of phonological awareness, and word sort, an onset/rime-based phonics instruction), and Training Program B (with the focus on phonemic level of phonological awareness, and word box, a phoneme-based phonics instruction) respectively. The training programs consisted of two 30-minute training sessions each week and lasted for ten weeks. Students took pre- and post word recognition tests. The results of Paired-Samples t-Tests indicated that both Training Program A and B can help enhance EFL children’s word recognition. However, the result of the between-group comparison revealed that students under Training Program B (phoneme-based approach) performed significantly better in word recognition than those under Training Program A (onset/rime-based approach). The result implies that instruction focusing on phonemic level yields significantly better effect than that focusing on onset/rime level on L2 word recognition.

以文找文

期刊論文
1.	Chikamatsu, Nobuko(1996)。The effects of L1 orthography on L2 word recognition: a study of American and Chinese learners of Japanese。Studies in Second Language Acquisition，18(4)，403-432。
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會議論文
1.	Fresch, M. J、Wheaton, A.(1992)。Open word sorts: Helping third grade students become strategic spellers。the National Reading Conference 42nd Annual Meeting，1-15。

學位論文
1.	林美瑩(2002)。國小字母拼讀法教學與其教學順序之研究(碩士論文)。國立政治大學。延伸查詢
2.	戴玉雯(2004)。英語寫作活動對於國小學童字母認讀、識字技巧及英語學習興趣之影響(碩士論文)。國立台北教育大學。延伸查詢

圖書
1.	Blevins, W.(1998)。Phonics from A to Z: A practical guide。New York：Scholastic。
2.	Bums, P. C.、Roe, B. D.、Smith, S. H.(2002)。Teaching reading in today's early elementary school。Boston, Massachusetts：Houghton Mifflin。
3.	Clay, M.(1993)。Reading recovery: A guidebook to teachers in training。Portsmouth, New Hampshire：Heinemann。
4.	Durrell, D.(1963)。Phonograms in primary grade words。Boston：Boston University。
5.	Madsen, Harold S.(1983)。Techniques in testing。New York：Oxford：Oxford University Press。
6.	Gunning, T. G.(1996)。Creating reading instruction for all children。Boston, MA：Allyn and Bacon。
7.	Adams, M. J.(1990)。Beginning to read: Thinking and learning about print。Cambridge, Massachusetts：MIT Press。
8.	Snow, Catherine E.、Burns, M. Susan、Griffin, Peg(1998)。Preventing Reading Difficulties in Young Children。National Academy Press。

單篇論文
1.	Denton, C.，Hasbrouck, J.(2000)。Early intervention from, teaching students with disabilities to read，Boston, Massachusetts：Federation for Children with Special Needs。(ED 454635)。
2.	Jusczyk, P. W.(1992)。From general to language-specific capacities: The WRAPSA model of how speech perception develops。

其他
1.	Foorman, B.，Fletcher, J.，Francis, D.(1997)。A scientific approach to reading instruction，http://www.ldonline.org/ld_indepth/reading/cars.html， 2004/11/21。
2.	Leipzig, H. D.(2004)。What is reading?，http://www.readingrockets.org/articles/352， 2004/11/05。
3.	Ministry of Education, Taiwan(2000)。Nine-year integrated curriculum，http://course9.ccjh.tp.edu.tw/九年一貫綱要/總目錄.htm， 2006/11/01。
4.	National Reading Panel(2000)。Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction，Washington, DC：U.S. Department of Health and Human Services。，http://www.nationalreadingpanel.org， 2003/12/02。

圖書論文
1.	Jenkins, J. R.、O'Connor, R. E.(2002)。Early identification and intervention for young children with reading/learning disabilities。Identification of learning disabilities: Research to practice。Mahwah, NJ：Earlbaum。
2.	Baron, J.(1977)。Mechanisms for pronouncing printed words: Use and acquisition。Basic processes in reading: Perception and comprehension。Hillsdale, New Jersey：Lawrence Erlbaum。
3.	Bradley, L.(1988)。Rhyme recognition and reading and spelling in young children。Preschool prevention of reading failure。Parkton, Maryland：York Press。
4.	Ehri, L.(1998)。Presidential address。Scientific studies of reading。Mahwah, New Jersey：Lawrence Erlbaum Associates。
5.	Treiman, R.、Zukowski, A.(1991)。Levels of phonological awareness。Phonological processes in literacy。Hillsdale, New Jersey：Lawrence Erlbaum Associates。

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