臺灣博碩士論文加值系統

證據顯示，以英語為母語的環境中，如果字母發音 (letter sounds) 比字母名稱 (letter names) 先教授，學生的初階閱讀能力較高 (cf. Groff, 2001; Kameenui, et al. 1990; Waynel, 1980) 。然而，沒有文獻報告此一教學順序曾經在台灣進行實證研究的個案。四十九來自台北市某國小從未學過英語一年級班學生分成三組 (即「字母名稱先教」、「字母發音先教」以及「字母名稱和字母發音同時教」組)，留在原班分別接受三種不同教學法。每週兩節課，進行兩學期的教學。
學期的評量結果顯示，三組在字母名稱項目表現相同。「字母發音先教」和「字母名稱先教」組的假字閱讀 (pseudo word reading) 和字母發音表現，沒有統計上的顯著差異，而「字母名稱和字母發音同時教」組的成績出奇的低落。第二學期評量結果顯示三組，在字母名稱的評量項目表現仍無顯著差異。在字母發音和閱讀項目，「字母發音先教」組超越「字母名稱先教」組，尤其是小寫字母發音和閱讀能力的表現顯著領先。「字母名稱和字母發音同時教」組卻仍表現不佳。此外，針對學習態度與困難的訪談結果和三組的量化成績相當一致。「字母發音先教」組有最多數的樣本對字母發音學習和音韻覺識訓練 (phonemic awareness training) 持正面態度，並對拼讀有信心。相反的，大多數「字母名稱和字母發音同時教」組的樣本持負面態度，學習信心亦較低落。

Results of L1 research revealed if letter sounds were taught ahead of letter names, emergent reading ability would be higher (cf. Groff, 2001; Kameenui, et al., 1990; Waynel, 1989). Yet, no one has examined the effect of such teaching sequence in Taiwan. To determine the optimal sequence for teaching letter names and letter sounds, the present study was set up to compare three approaches (i.e., LN (Letter-name-first), LS (Letter-sound-first), and LNLS (Letter-name-letter- sound-together)). Forty-nine first-graders of a Taipei primary school were divided into three groups to receive instruction with the three approaches two periods a week. The instruction lasted two semesters.
The results obtained in Semester I indicated that all the subjects performed similarly on the letter name task, and that the performances of the LN and LS groups on letter sound and pseudo word reading were similar, and that they outperformed the LSLN group significantly. The results obtained in Semester II showed no significant difference among the three groups on the letter name task, and the LN and LS groups performed significantly better than the LNLS group on letter sounds and word reading. Besides, the LS group outperformed the LN group on letter sounds and word reading. They did especially well on reading aloud lowercase letter sounds and the differences in their reading skills reached a significant level. The interview data matched the results of the quantitative study. Most of the LS group showed a positive attitude toward letter sound learning and the phonemic awareness training, and they had confidence in blending. On the contrary, most of the LNLS subjects had a negative attitude toward letter sound learning and they had little confidence in learning.

Acknowledgements…………………………………………………………………vi
Chinese Abstract………………………………………………………vii
English Abstract……………………………………………………………………viii
Table of Contents……………………………………………………………………ix
List of Figures………………………………………………………………………xiii
List of Tables………………………………………………………………………xiv
CHAPTER ONE INTRODUCTION…………………………………………1
1.1 Motivation…………………………………………………………………1
1.2 Theoretical Background…………………………………………………2
1.3 Research Questions………………………………………………………5
1.4 Definitions of the Terms ……………………………………………5
1.5 Organization of the Thesis……………………………………………7
CHAPTER TWO LITERATURE REVIEW…………………………………9
2.1 Previous Studies of Letter Names and Sounds in L1 Settings………9
2.1.1 Relationship between Letter Names and Word Reading……………10
2.1.2 Relationship between Letter Sounds and Word Reading…………11
2.1.2.1 Theoretical Studies of Letter-sound Correspondences………12
2.1.2.2 Experimental Studies of Letter Sounds………………………15
2.1.3 Teaching Letter Names and Sounds in L1 Settings…………………20
2.2 Previous Studies of Letter Names and Sounds in Taiwan……………24
2.2.1 Relationship between Letter Names and Word Reading……………24
2.2.2 Relationship between Letter Sounds and Word Reading……………25
2.2.2.1 Theoretical Studies of Letter-sound Correspondences………25
2.2.2.2 Experimental Studies of Letter Sounds………………………28
2.2.3 Teaching Letter Names and Sounds in Taiwan………………………31
2.3 Summary of Chapter Two…………………………………………………33
CHAPTER THREE EXPERIMENTAL DESIGN………………………………35
3.1 Subjects……………………………………………………………………35
3.2 Methods……………………………………………………………………36
3.2.1 Three Approaches in the Present Study………………………………37
3.2.1.1The LN Approach……………………………………………37
3.2.1.2 The LS Approach……………………………………………37
3.2.1.3 The LNLS Approach…………………………………………38
3.2.2 Teaching Sequences of the Three Approaches………………………39
3.2.3 Teaching Components of the Three Approaches……………………40
3.2.3.1 The Letter Name Instruction…………………………………41
3.2.3.1.1 Presentation of Letter Names………………………41
3.2.3.1.2 Letter-name Mapping Activities……………………43
3.2.3.1.3 Letter Name Identification Games…………………43
3.2.3.2 The Letter Sound Instruction……………………………44
3.2.3.2.1 Presentation of Letter Sounds………………………44
3.2.3.2.2 Letter-sound Mapping Activities…………………46
3.2.3.2.3 Letter Sound Identification Games…………………47
3.2.3.2.4 Phonemic Awareness Training……………………48
3.2.3.3 The Letter-Name-Letter-Sound Instruction…………………50
3.3 Materials……………………………………………………………………52
3.3.1 Teaching Materials……………………………………………………52
3.3.2 Assessment Materials…………………………………………………54
3.3.2.1 Letter Name Task……………………………………………55
3.3.2.2 Letter Sound Task……………………………………………57
3.3.2.3 Word Reading Task……………………………………………57
3.3.2.4 Interview…..…………………………………………59
3.4 Procedures…………………………………………………………………60
3.4.1 Pilot Study……………………………………………………………60
3.4.2 Formal Study…………………………………………………………62
3.5 Scoring and Data Analysis…………………………………………………64
3.6 Summary of Chapter Three………………………………………………65
CHAPTER FOUR RESULTS……………………………………………………67
4.1 Pretest………………………………………………………………………67
4.2 Formative Tests……………………………………………………………69
4.2.1 Results Obtained in Semester I………………………………………70
4.2.1.1 CV Patterns…………………………………………………70
4.2.1.2 CVC Patterns…………………………………………………71
4.2.2 Results Obtained in Semester II……………………………………72
4.2.2.1 CV Patterns…………………………………………………73
4.2.2.2 CVC patterns…………………………………………………74
4.3 Posttests……………………………………………………………………76
4.3.1 Posttest 1……………………………………………………………76
4.3.1.1 Letter Name Task……………………………………………77
4.3.1.2 Letter Sound Task……………………………………………78
4.3.2 Posttest 2……………………………………………………………79
4.3.2.1 Letter Name Task……………………………………………79
4.3.2.2 Letter Sound Task……………………………………………80
4.3.2.3 Word Reading Task…………………………………………81
4.4 Interview……………………………………………………………………84
4.5 Summary of Chapter Four…………………………………………………91
CHAPTER FIVE DISCUSSION…………………………………………………93
5.1 The Effects of the Three Approaches on Letter Name Learning……93
5.2 The Effects of the Three Approaches on Letter Sound Learning…96
5.3 The Effects of the Three Approaches on Word Reading………………101
5.4 Difficult Types in Letter Name and Letter Sound Learning………106
5.4.1 Difficult Letter Shapes………………………………………………106
5.4.2 Difficult Letter Sounds………………………………………………107
5.4.3 Difficult Sequences…………………………………………………107
5.5 Summary of Chapter Five…………………………………………………109
CHAPTER SIX CONCLUSION…………………………………………………111
6.1 Summary of the Major Findings……………………………………………111
6.2 Pedagogical Implications……………………………………………………112
6.2.1 Abandonment of the LNLS Approach………………………………112
6.2.2 Adjustment of the LN Approach……………………………………113
6.2.3 Implication of the LS Approach……………………………………113
6.2.4 Strategies for Dealing with Difficult Types of Letter Learning.....115
6.2.4.1 Teaching Difficult Letter Shapes……………………………115
6.2.4.2. Teaching Difficult Letter Sounds……………………………116
6.2.4.3 Teaching Difficult Sequences………………………………117
6.3 Limitations of the Present Study and Suggestions for Future Research……117
BIBLIOGRAPHY………………………………………………………………… 119
Part I English References……………………………………………………119 Part II Chinese References…………………………………………………126
Appendix 1…………………………………………………………………………128
Appendix 2…………………………………………………………………………129
Appendix 3…………………………………………………………………………130
Appendix 4…………………………………………………………………………131
Appendix 5…………………………………………………………………………134
Appendix 6…………………………………………………………………………135
Appendix 7…………………………………………………………………………136
Appendix 8…………………………………………………………………………144
Appendix 9…………………………………………………………………………149

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