臺灣博碩士論文加值系統

本研究的目的旨在探討對於國小低成就學生實施強調頭音卅尾韻的字音結合拼讀法補救教學及其對於音素覺識與字彙解碼能力發展的影響。本研究的對象為高雄市某國小兩班共二十九位六年級學生，這些學生的英語期中考成績皆低於兩班的平均數,故定位為低成就學生。其中十四位為實驗組，十五位為控制組。實驗組接受為期十週之強調頭音卅尾韻字音結合拼讀法之補救教學以及學校教材的內容；控制組則僅接受學校教材之教學內容。資料蒐集包含音素覺識測驗、字彙解碼能力測驗、訪談。兩組學生均接受前後測，研究者並對實驗組十四名學生實施一對一訪談。
研究結果顯示在比較音素覺識測驗與字彙解碼能力前後測驗進步程度後,實驗組學生正確答案率較控制組的學生為佳。而訪談結果亦顯示實驗組學生確實覺得字音結合拼讀技巧且補救教學內容對英語學習有幫助並增加對學習英語之信心。本研究發現指出強調頭音卅尾韻的字音結合拼讀法之補救教學對低成就學生的重要性與有效性。並建議應在初學者課程內容及教學活動安排強調頭音卅尾韻的字音結合拼讀法以增加字彙能力及早期閱讀發展。

This study was to investigate the effects of onset- and rime-focused phonics remedial instruction on the low-achievement students’ development of phonemic awareness and word decoding skills. Participants in this study were 29 sixth-grade students whose midterm scores were under the mean of class, defined as low-achievement students. Fourteen of them received onset- and rime-focused remedial treatment (experimental group) while the other 15 (the control group) received regular instruction within the curriculum. Data collection included phonemic awareness test, decoding test, and interview. Both the experimental and control groups took the pre- and post-tests. The duration of onset- and rime-focused phonics remedial instruction was 10 weeks.
The results indicated that compared discrepancies of correct rate percentage between pre- and post-tests in phonemic awareness and word decoding, the experimental group students’ discrepancies of correct rates were better than the control group. Interview results also showed that the participants had gained the confidence to improve English ability which was the evidence to support remedial instruction. Overall, the findings indicated a possibility that onset- and rime-phonics remedial may be effective for low-achievement students.

TABLE OF CONTENTS
CHINESE ABSTRACT………………………………………………....i
ABSRACT……………………………………………………………....ii
CHAPTER ONE INTRODUCTION 1
Background of the Study 1
Statement of the Problem 4
Purpose of the Study 5
Definition of Terms 6
CHAPTER TWO LITERATUE REVIEW.............................................9
Word Recognition in English Reading Development 9
Word Decoding and Word Recognition 9
The Phonological Process and Its Relationship to Word Recognition in Reading 10
Phonics Instruction 12
Importance of Phonics Instruction 12
Phonics Instruction Method 13
Synthetic-based Approach 13
Analogy-based Approach 14
Phonics Instruction Combining Two Different Approaches 16
Onsets and Rimes 17
Onset- Rime Instruction and Phonemic wareness..............................................18 Combining Grapheme-Letter and Onset-Rime Instruction for Phonemic Awareness 19
Rime Segments Emphasized Approach 20
Phonemic Awareness 21
Importance of Phonemic Awareness and Word Recognition 22
Instruction of Phonemic Awareness 24
Oral Blending 25
Oral Segmentation 25
Assessment of Phonemic Awareness Tasks 26
Effects of Phonemic Awareness Instruction 27
Remedial Instruction 29
Remedial Reading Programs 29
Disabled Reader 30
Conclusion 31
CHAPTER THREE METHODOLOGY 33
Research Design 34
Participants 35
Remedial Instruction Design 36
Materials 36
Syllabus 37
Objectives 38
Regular Classroom Instruction 40
Procedure of Remedial Instruction 41
Data Collection 43
Pre-test and Post-test 43
Pilot Test 45
Questionnaire and Interview 46
Data Analysis 47
CHAPTER FOUR RESULTS AND DISCUSSION 49
Results 49
Overall Test Scores 49
Test Result of Phonemic Awareness 54
Test Result of Word Decoding 56
Interview Results 59
Discussion 67
Conclusion 73
CHAPTER FIVE CONCLUSION 74
Summary of Findings 74
Implications 75
Limitations and Suggestions for Future Research 77
Reference ...................................................................................................................78
Appendix.....................................................................................................................85
Appendix 1. Questionnaire....................................................................................85
Appendix 2. Pre-Test of Phonemic Awareness and Decoding...............................86
Appendix 3. Answer Sheet of Pre-test Phonemic Awareness and Decoding.........92
Appendix 4. Post-Test of Phonemic Awareness and Decoding.............................93
Appendix 5. Answer Sheet of Post-Test Phonemic Awareness and Decoding…..97
Appendix 6. The Content of Phonics Book ..........................................................98

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