臺灣博碩士論文加值系統

過去的十年間，英語學習的研究者往往建議教育者對於初學者使用字母拼讀的教學來促進他們的閱讀能力。然而過去對於以組織圖和拼讀文本來教字母拼讀的相關研究不足，所以本研究旨在調查應用組織圖有系統地教字母拼讀並研究其是否改善唸讀拼讀文本的正確率及其延宕的影響。本研究針對3位一、二年級的女學童教學十二週，共計23小時。本個案研究包含了質性及量的研究，以蒐集唸讀文本評量表的正確率、老師的觀察記錄和學生及其母親的回饋來評量結果。為了更確定評分者間的信度，也請另一位老師幫忙評量學習者唸讀的正確率。研究結果指出，學生可以經由組織圖的應用有系統地學習字母拼讀及閱讀。再者，應用組織圖可以增進學生在拼讀讀本唸讀的正確率。然而，並非全部的學生在延宕測驗時都在唸讀拼讀讀本時，保有很高的正確率。此外，學生認同應用組織圖學習幫助他們清楚快速地學習並很快唸出英文字；媽媽們也指出類似的正面回饋，並且認為他們的孩子應用組織圖學習可以學得很好也很快樂。根據本研究結果，可以得出一些對於組織圖應用在唸讀拼讀讀本的意涵。首先，有系統的字母拼讀教學應該結合可以幫助學生有意義和全面性學習的拼讀文本和視覺化的組織圖。此外，應用組織圖學習字母拼讀可以幫助學習者增進字母拼讀的學習。而為了證實學習保留率的影響，則必須再延長教學時數或做延伸的研究。

In the last decade, researchers of English learning have often suggested that educators’ using of phonics instructions on novice learners facilitate their reading proficiency. However, relevant studies on the systematic phonics with graphic organizers and decodable texts are comparatively fewer. Therefore, this study examined the application of graphic organizers in phonics instructions in a systematic way, and also investigated the leaners’ improvements in reading decodable texts as measured by accuracy rates and the effects across time. This study was implemented to three first and second-grade female students for 12 weeks, with totally 23 instructional hours. It was a case study involving both quantitative and qualitative analyses, in which comprised of the accuracy rates gathered from the evaluation forms, the teacher’s observations during the tutoring and the feedback from both the students and their mothers. To ensure the inter-rater reliability of the students’ readings of the decodable readers, another teacher was also involved to help evaluate accuracy rates of learners’ readings. The results of the study indicate that the students could learn phonics better with the application of graphic organizers which supported learners’ learning of phonics and reading in a systematic way. Also, the application of graphic organizers significantly improved students’ decoding skills in reading decodable readers as measured by accuracy rates. However, not all of the students’ retention of accuracy rates remained at a high level with the application of graphic organizers in reading decodable readers. In addition, the students agreed that the application of graphic organizers assisted them to learn phonics explicitly and quickly and they could read the decodable readers quickly with the use of graphic organizers. The subjects’ mothers indicated similar positive feedback and expressed that their children learned well and enjoyed their learning with the use of graphic organizers. Based on the study findings, some pedagogical implications for the application of graphic organizers in reading decodable readers can be drawn. First, systematic phonics instructions should incorporate teaching materials with decodable texts and visual organizers that can be helpful for guiding students’ learning in a meaningful and holistic way. Furthermore, learning phonics with the application of graphic organizers can contribute to learners’ improvements in their phonics learning. However, longer instructions and further studies should be conducted to verify the effects of retention.

TABLE OF CONTENT
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Statement of Problems 4
Purpose of the Study 6
Research Questions 6
Significance of the Study 7
Limitations of the Study 8
Definitions 8
CHAPTER TWO LITERATURE REVIEW 11
Phonics Instructions 11
Phonics and Reading 13
Phonological Awareness and Zhuyin Fuhao 14
Phonics Instruction Approaches 15
Phonics Instruction in Taiwan, the EFL Contexts 21
Graphic Organizers 24
Instructions of Graphic Organizer 26
Graphic Organizer in Language Teaching and Learning 28
Graphic Organizer in Phonics and Reading 29
CHAPTER THREE METHODOLOGY 33
Research Methods 33
Subjects 34
Instruments 35
Teaching Methods and Materials 36
Decodable Readers 37
Worksheets 38
Course Syllabus 41
Accuracy Evaluation Forms 44
Observation Logs 49
Questions Used in the Interview 49
Questionnaires on Students’ Feedback to Graphic Organizers and Worksheets 50
Procedure 51
Data Collection 54
Data Analyses 55
CHAPTER FOUR RESULTS AND DISCUSSIONS 57
Application of Graphic Organizers on Students for Systematic Phonics Learning 57
Effects of Graphic Organizers on Students’ Decoding Skills in Reading Decodable Readers 70
Effects of Graphic Organizers on Melody's Decoding Skills in Reading Decodable Readers 71
Effects of Graphic Organizers on Dora's Decoding Skills in Reading Decodable Readers 78
Effects of Graphic Organizers on Lucy's Decoding Skills in Reading Decodable Readers 83
Effects of Graphic Organizers on Students’ Decoding Skills in Reading Decodable Readers Across Time 89
Student And Parent Feedback on the Use of Graphic Organizers in Phonics Learning 93
Results of Questionnaires 93
Results of Student Interviews 119
Results of Mothers Interviews 123
CHAPTER FIVE CONCLUSION, IMPLICATIONS, AND SUGGESTIONS 129
Conclusions 129
Implications 130
Suggestions 132
REFERENCES 135

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