臺灣博碩士論文加值系統

本研究的目的旨在探討和比較兩種早期閱讀訓練對台灣國小閱讀困難學童英語早期閱讀能力 (包括音韻覺識、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33名有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)，在實驗教學前後分別接受五個音韻覺識測驗 (包括頭音和尾韻的組合、頭音和尾韻的切割、音素組合、音素切割、選出異音)，以及文字辨識測驗 (包括辨字、假單字及句子的閱讀)，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早期閱讀能力的教學成效。
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。實驗期間分為兩個階段，第一個階段 (四週) 接受音韻覺識訓練，第二個階段 (六週) 接受字母拼讀法訓練。除了第一週兩組教學內容相同外 (單字和音節覺識訓練)，閱讀訓練A組在音韻覺識及字母拼讀法的教學 (word sort approach) 皆強調頭音和尾韻的教學 (focus on onset/rime level)，閱讀訓練B組在音韻覺識及字母拼讀法 (word box approach) 的教學則強調音素的教學 (focus on phonemic level)。
研究結果發現：比較兩組組內的前、後測成績，在實驗教學前，兩組的前測成績皆不理想 (包括總表現與音韻覺識、文字辨識能力兩個分測驗)。但在實驗教學後，從兩組的後測發現，皆有顯著的進步與成效 (包括總表現與音韻覺識、文字辨識能力兩個分測驗)。
研究結果也發現：比較兩組組間的前、後測成績，在實驗教學前，兩組的前測並未有顯著差異 (包括總表現與音韻覺識、文字辨識能力兩個分測驗)。但在實驗教學後，從兩組的後測發現，在總表現上及文字辨識能力方面，閱讀訓練B組顯著優於閱讀訓練A組，而在音韻覺識的表現上，兩組並未有顯著差異。此外，進一步探討音韻覺識的分測驗可發現，在音素切割方面，閱讀訓練B組顯著優於閱讀訓練A組，但在頭音和尾韻的切割上，閱讀訓練A組的平均分數則較閱讀訓練B為高。
以上結果顯示，實驗中的兩種早期閱讀訓練對台灣國小英語閱讀困難學童早期閱讀能力的提升確有助益。而閱讀訓練B組 (強調音素focus on phonemic level)在總表現及文字辨識能力的教學效果皆顯著優於閱讀訓練A組 (強調頭音和尾韻focus on onset/rime level)。因此，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。

The purpose of the study was to investigate the effects of two early reading training programs in Taiwanese EFL young poor readers on overall early reading ability (including phonological awareness skills and word recognition). The subjects of this study were 33 fourth-graders with reading difficulty from an elementary school in Taipei City. They were divided into two groups: Training Program A with 17 students and Training Program B with 16 students.
During the ten weeks of the experimental period, all subjects had two 30-minute English classes per week. The reading training programs consisted of two phases: phonological awareness (4 weeks) and phonics (6 weeks). In the first week of the reading training program, students in both groups received the same training: phonological awareness on word and syllable levels. From 2-10 weeks, students in Training Program A received phonological awareness and phonics instruction (word sort approach) focusing on onset-rime level while students in Training Program B received phonological awareness and phonics instruction (word box approach) focusing on phonemic level.
All subjects received the pretest before the implementation of training. The pretest included phonological awareness tasks, and word recognition tests. Phonological awareness tasks consisted of five subtests: onset/rime blending, onset/rime segmentation, phoneme blending, phoneme segmentation, and oddity task. Word recognition tests included word identification, reading out nonsense words and sentences. After the training programs, all subjects took the posttest, which was the same version as the pretest.
The results of the study were as follows: By comparing within-group performance, Training Program A and Training Program B appeared to have significant merits on overall early reading performance (including phonological awareness, and word recognition) after the implementation of the reading training programs.
By comparing between-group performance in the pretest, there were no significant differences between two groups before the implementation of the early reading training programs. However, in the posttest, students in Training Program B significantly outperformed those in Training Program A on measures of overall early reading ability and word recognition. As for the subtasks of phonological awareness, students in Training Program B significantly outperformed those in Training Program A in the subtask of phoneme segmentation. On the other hand, in the subtask of onset/rime segmentation, the mean score of Training Program A was higher than that of Training Program B.
The findings revealed that Training Program A and Training Program B were effective early reading trainings to Taiwanese EFL young poor readers. Besides, Training Program B (focusing on phonemic level of phonological awareness and phonics instruction) was more effective than Training Program A (focusing on onset/rime level of phonological awareness and phonics instruction) on measures of overall early reading ability and word recognition. These findings can provide EFL teachers as reference resources to help students with reading difficulties.

CHAPTER 1 INTRODUCTION 1
Background and Motivation of the Study 1
Research Questions of the Study 4
Significance of the Study 5
Definitions of Terms 6
Organization of the Thesis 7
CHAPTER 2 LITERATURE REVIEW 8
Reading 8
Phonological Awareness 9
Definition of Phonological Awareness 10
Development of Phonological Awareness 11
Studies on Phonological Awareness Training 13
Onset/rime Awareness 14
Phonemic Awareness 15
Phonics 17
The Definition of Phonics 17
Phonics Approach 18
Studies on Reading Training Programs 20
English and Chinese Words Learning 21
Summary 23
CHAPTER 3 METHOD 25
Subjects 27
Procedures 30
Training Programs 31
Training Program A 33
Training Program B 36
Instrument 38
Pretest: Phonological Awareness Task and Word Recognition Tests 39
Posttest: Phonological Awareness Task and Word Recognition Tests 42
Data Analysis 42
CHAPTER 4 RESULTS 44
Pretest 44
Training Program A in the Pretest 44
Training Program B in the Pretest 46
Comparison of Between-Group in the Pretest 48
Posttest 51
Training Program A in the Posttest 51
Training Program B in the Posttest 53
Comparison of Between-Group Development in the Posttest 55
Within-Group Development 59
Within-Group Development of Training Program A 59
Within-Group Development of Training Program B 60
Between-Group Development 61
Overall Early Reading Ability 61
Phonological Awareness 62
Word Recognition 64
CHAPTER 5 DISCUSSION AND CONCLUSION 66
The Effects of Training Program A 66
The Effects of Training Program B 68
The Comparative Effects of Training Program A and B in Overall Early Reading Ability 69
The Comparative Effects of Training Program A and B in Phonological Awareness 70
The Comparative Effects of Training Program A and B in Word Recognition 71
Conclusion 72
CHAPTER 6 PEDAGOGICAL IMPLICATIONS, LIMITATIONS AND SUGGESTIONS 73
Implications 73
Limitations of the Study 74
Suggestions 75
REFERENCES 75
Appendix A---Early Reading Screening Instrument 75
Appendix B---Syllabus for Phonological Awareness Training 75
Appendix C---Lesson Plan (Group A Word Sort) 75
Appendix D---Phonograms in Rank Order Based on Frequency (Number of Uses in Monosyllabic Words) 75
Appendix E---Consonant and Vowel Rules (Utility over 50) 75
Appendix F---Syllabus for Phonics Instruction 75
Appendix G---Lesson Plan (Group B Word Box) 75
Appendix H---Onset/Rime Blending Task 75
Appendix I---Onset/Rime Segmentation Task 75
Appendix J---Phoneme Blending Task 75
Appendix K---Phoneme Segmentation Task 75
Appendix L---Oddity Task 75
Appendix M---Word Recognition Tests 75

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