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1
Namugenyi, Deborah Kaggwa Kaggwa. "Balanced reading instruction for improving reading comprehension of bilingual children." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/67836.
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The study explored, adapted and implemented a balanced reading instruction programme for improving reading comprehension of bilingual children in Uganda. The research investigated the effectiveness of the uniquely designed balanced reading instruction programme to improve teachers’ instruction and children’s reading comprehension in both the native language (Runyankole) and English. The study was prompted by low reading levels, in particular reading comprehension, as experienced by Ugandan primary three bilingual children.
The study was of a critical qualitative nature and employed participatory action research methodology. Being action-oriented, the study was conducted in a primary school setting in partnership with four primary three teachers as direct participants and their children as indirect participants. Data was collected through focus group interviews, direct observation of lessons, analysis of teachers’ lesson plan books, children’s activity books and assessment sheets and a researcher’s reflective journal. The focus group interview sessions and the lessons observed were videotaped and transcribed. Data from the four sources was analysed and categorised in order to identify the themes and sub-themes that emerged.
The study was premised on a conceptual framework that was formulated using two theories, namely Cummins’ (1981) linguistic interdependence hypothesis and Rappaport’s (1984) empowerment theory. The conceptual framework implied that teachers’ instruction influenced children’s attainment of reading comprehension in both their native language and English. The empowerment of teachers with effective strategies, reading activities and resources that enhanced reading comprehension of bilingual children was examined from this perspective. Findings of the study revealed that there were gaps that existed in teacher participants’ instruction of reading comprehension in both Runyankole and English. The findings also indicated that teachers’ participation in the balanced reading instruction programme made them gain skills, strategies and a positive attitude to the instruction of reading comprehension in Runyankole which assisted them to teach English. Consequently, bilingual children attained reading comprehension strategies in Runyankole which they also used to improve their reading comprehension in English.
The study recommended that professional development programmes, particularly for the teaching of reading comprehension in the native language, as well as storybook writing workshops should be initiated by the Education Department of Mbarara Municipality, Uganda. In addition, the head teachers should devote equal time to the teaching of reading comprehension in Runyankole and English in the lower primary classes. Primary teachers’ training colleges should also introduce explicit teaching of reading comprehension in Runyankole and English in the curriculum of the early grades.Early Childhood Education
PhD
Unrestricted
2
Harrison, Kimberly S. "Third-Grade Teachers' Perceptions of Balanced Literacy." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3776.
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In response to fourth grade students' performance on the National Assessment of Education Progress reading test, states across the nation have enacted laws which stipulate third-grade students achieve reading proficiency in order to be promoted. With the passage of the South Carolina Read to Succeed Act 2014, school leaders in an urban school district implemented a balanced literacy framework to address 3rd grade students' low reading achievement. Approached from a constructivist framework, the purpose of this qualitative case study was to present 3rd grade teachers' perceptions of the balanced literacy framework with regard to students' reading achievement. Vygotsky's theories of zone of proximal development and scaffolding served as the framework guiding the study. For this study, 5 3rd-grade teachers from elementary schools within the same urban district in South Carolina participated in one-on-one interviews, observations, and a focus group. The data analysis consisted of coding to categorize participants' responses for emerging themes and summarize teacher perceptions. Three major themes emerged: (a) Implementing Balanced Literacy to Promote Reading Achievement, (b) Teachers' Perceptions Affected Reading Outcomes, and (c) Challenges to Balanced Literacy and Professional Development Needs. Subsequently, a 3-day professional development was developed for 3rd-grade teachers that focused on effectively implementing the balanced literacy framework to increase reading achievement. This study can promote social change by increasing teacher expertise in implementing the balanced literacy framework, increasing reading achievement, and positively impacting students' school success and college and career readiness.
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Agnew, William T. "The effects of instructional method on fourth-grade reading achievement : phonics versus a balanced approach in language arts instruction /." Free full text is available to ORU patrons only; click to view:, 2005. http://proquest.umi.com/pqdweb?did=1172110031&sid=3&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Clements, Jami Beth. "The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642577.
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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district’s student population.
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Clements, Jami Beth. "The Impact Of The Balanced Literacy Approach In Reading Instruction On Student Reading Motivation And Reading Competence." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092023.
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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district's student population.
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Hoopes, Stacey Lea. "An Overview of Instructional Activities Used Before, During, and After Reading to Scaffold Guided Reading and Shared Reading Instruction." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1708.
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The purpose of this study was to investigate the use of instructional activities that take place before reading, during reading, and after reading in guided reading and shared reading routines in elementary school classrooms in Utah school districts. This project used extant data from classroom observations to answer questions about how the observed activities were used as part of guided and shared reading routines in second and third grades within the five school districts of the Brigham Young University-Public School Partnership. The results of this study showed that there were differences in how teachers implemented the before reading, during reading, and after reading activities for guided and shared reading. The average teacher devoted more time to instructional activities during the reading portion of guided or shared reading than to instructional activities used before reading or after reading as part of the guided reading or shared reading routines. Differences between frequencies for instructional activities done after reading in guided reading differed significantly between second and third grade classrooms in the study. This study determined that school districts in the study had significantly different frequencies for instructional activities implemented before, during, and after reading in guided reading. These significant results and the results of other comparisons were used to provide insights about the possible implications of this study.
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Castelli, Courtney. "Balanced Literacy Instruction for Students with Significant Cognitive Disabilities| Barriers to Implementation." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743339.
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Abstract Currently, students with significant cognitive disabilities (SCD) are predominately exposed to a functional curriculum commonly delivered through behaviorists? methods (Keefe & Copeland, 2011). The most recent research has established that students with SCD who are presented with a high-quality comprehensive approach comparable to the best practices associated with general education practices can and do make positive gains in literacy skills (Bock, 2013; Browder, Ahlgrim-Delzell, Courtade, & Flowers, 2008; Erickson, Clendon, Abraham, Roy, & Van de Karr, 2005; Koppenhaver& Erickson, 2003,). The purpose of this phenomenological study was to examine potential barriers to implementing a comprehensive balanced literacy instructional program to students with SCD. The central question in this study was, what are the barriers to implementing a balanced literacy approach for students with significant cognitive disabilities? Three research questions guided the study, 1) What is the current knowledge base and understandings of administrators and teachers as it relates to teaching literacy skills to students with significant cognitive disabilities, how is this knowledge acquired, and how has it changed over time, 2) what are the perceived needs that need to be fulfilled in order for a systemic shift from a functional literacy curriculum to a balanced literacy curriculum approach to occur, and 3) how does the efficacy and beliefs held by teachers and administrators relate to the translation from research to practices as it corresponds to literacy instruction? Data was collected through interviews with administrators, special education teachers, and researchers. The analysis of the data from this study lead to the emergence of five key themes related to potential implementation barriers: acquisition of knowledge, current perspectives and understanding of literacy education, factors influencing curriculum decisions, high quality and relevant resources and supports, and systemic changes.
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Whaley, Cynthia Elaine. "A study of the enactment of a balanced approach to reading instruction in three first grade classrooms /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
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Ramos, Alani. "Teacher Perceptions Regarding the Influence of Secondary Phonics Instruction on Student Reading." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7065.
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In a Southern state at a rural high school, leadership staff implemented phonics-based strategies with 9th grade English teachers to improve students' Lexile reading scores. The absence of formative data related to program implementation left stakeholders without a clear understanding of the influence of the phonics-based strategies. The purpose of this qualitative exploratory case study was to obtain formative information from teachers to discern the perceived influence of the phonics-based strategies on reading. Dual coding theory was used to examine teachers' perceptions of the influence of phonics-based strategies on students' motivation, fluency, and self-efficacy. Data were collected using interviews with 9 purposefully selected English teachers who taught Grade 9 students and had at least 1 year of experience using the phonics-based strategies. Data were coded in NVivo and analyzed using thematic analysis. Results indicated that phonics-based strategies were perceived to benefit students' extrinsic motivation and fluency; conversely, teachers perceived the strategies had a limited effect on students' intrinsic motivation and self-efficacy. Implementation of recommendations presented in a white paper based on these findings could result in positive social change by strengthening students' reading and promoting their academic success.
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Conway, Joan. "A CORRELATIONAL STUDY ABOUT COACHING AND TEACHERS' ATTITUDES, PERCEPTIONS, AND PRACTICES IN READING INSTRUCTION." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2324.
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The purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of experience, school demographics, and grade levels. The survey in this study was excerpted and adapted from a survey, which was tested for validity and reliability, used with teachers in a research study, and published by the National Staff Development Council (NSDC) in Evaluating professional development: An approach to verifying program impact on teachers and students (Shaha, Lewis, O'Donnell, & Brown, 2004). Permission to use the survey was granted by Performance Learning Systems, Inc. and the National Staff Development Council (see Acknowledgements). The primary question for this study was: Are teachers' self-reports of their attitudes, perceptions, and instructional practices on the Reading Instruction Survey correlated with the amount of coaching they indicated they had received? Secondary questions pertained to how the results changed for the subgroups. The literature review contained information about resources and research in reading that led to the provision of reading coaches. High-stakes for the improvement of reading instruction from federal, state, and local levels provided a rationale for the study. The results of this study indicated that coaching made a difference for these teachers. The aggregated and disaggregated data revealed small to large, significant correlations to coaching. The items with the greatest number and magnitude of correlations to coaching were isolated skills instruction and intervention plans. The evidence of positive relationships of attitudes, perceptions, and practices to work with a coach is an important finding. The limited correlations of skilled, balanced, and integrated strategies led to questions about the content of the coaching. Further research is needed to determine whether the content of the professional development offered by coaches is comprehensive enough to impact reading proficiency levels of all students.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Nathanson, Renee Riette. "A school-based, balanced approach to early reading instruction for English additional language learners in grades one to four." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1190.
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Thesis (PhD (Education))--University of Stellenbosch, 2008.Given that schooling is compulsory and that the quality of literacy instruction that children receive in the primary years lays the foundation for the rest of formal learning, management and teachers are under strong pressure to ensure the improvement of literacy in schools. This study reports on a literacy intervention directed at improving literacy instruction for seventytwo English Additional Language (EAL) learners in grades one to four. The intervention aimed to help teachers maximise teaching time through a theoretically sound approach that balanced language experience, shared and guided reading and writing, and embedded phonics and word level instruction within the context of reading and writing. In doing so, the approach breaks with the traditional position still held by many teachers that learners must first be taught to sound out letters and read words before they can be taught to read and write. Daily features of the literacy programme included whole class shared reading and small group guided reading and writing. Whereas shared reading engaged learners in lively literacy experiences on challenging texts, small group guided reading enabled teachers to match instruction and texts more closely to individual learners' needs. During shared and guided reading sessions, teachers modelled behaviours and strategies on interesting texts, interacted with learners and provided direct instruction in phonics and word level work. Once a week, planned outings and practical activities created opportunities for developing the learners' language and extending their conceptual understandings.
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Blunt, Aurelia LaShawn. "Teachers' Perceptions of Integrating Social Studies Text During Reading - Language Arts Instruction." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1377.
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In a large urban school system located in a metropolitan city in the southeastern United States, third- and fifth-grade minority students in Title I elementary schools are performing below proficiency in social studies on the statewide standardized assessments. The lack of exposure to the social studies curriculum continues to hinder minority students from successfully comprehending complex informational text, which is important to their success in the newly adopted Common Core State Standards (CCSS). The purpose of this qualitative study was to explore the problem teachers faced with an insufficient amount of time for teaching social studies content and the recent requirement to increase student exposure to informational text. The research used Lev Vygotsky's theory of social constructivism to provide a framework for the methods used in this paper. To address these problems, this study explored two third-grade and two fifth-grade language arts teachers' perceptions of integrating social studies text during their reading-language arts block. Further, the study observed teachers as they integrated social studies text to teach reading. Data for this case study were compiled from interviews, observations, and focus group discussions. The data were reviewed and coded to identify major themes and were then analyzed to generalize data findings. Teachers reported integrating social studies text afforded them the opportunity to maximize instructional time, teach the CCSS, and expose students to more informational text. Implications for positive social change include enabling teachers to identify the benefits of integrating social studies text during reading-language arts instruction and enabling minority students to increase their scores on the statewide social studies assessment.
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Bardonner, Judy A. "Through the looking glass. A glimpse into two different approaches to teaching content area literacy a critical literacy/critical stance approach and a balanced/cognitive strategy approach and their impact on preservice teachers' self-efficacy, meta cognition, and learner-centeredness /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3359456.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007.Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Larry J. Mikulecky.
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Leou, Yea-mei, and 柳雅梅. "Influence of Balanced Reading Instruction on Students’ Reading Ability and Reading Motivation." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/74582787726923052248.
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博士國立臺南大學
教育經營與管理研究所博士班
93
Abstract This study was designed to find out the principles for designing a balanced reading program for the elementary school students in Taiwan, and to test how this balanced reading program influence on the students’ reading ability and reading motivation. The participants were seventy-two fifth graders. Thirty-six students were in the experimental group, including 18 boys and 18 girls, and 36 fifth- grade students in the controlled group, including 18 boys and 18 girls. The experimental teaching lasted for nine weeks. The reading ability in this study meant the ability of word recognition and reading comprehension. The reading subtest and the spelling subtest of The Wide Range Achievement Test, the sound subtest of the English Word Recognition and the meaning subtest of the English Word Recognition were used to test the students’ word recognition ability. The sentence comprehension subtest of the English Achievement Test was used to evaluate the students’ comprehension ability. The Motivation for Reading Questionnaire was used for reading motivation. Pretests and posttests were used before and after the intervention. Ancova was used to analyze the data. Besides, questionnaires of learning, questionnaires of reading, interviews and the teaching journals were used to gather further information about the program. From the review of literature, the consideration of the national education policy and the practical teaching in the classrooms, the researcher suggested that five factors should be taken into consideration when creating a balanced reading program. First, as for environment, the classroom should be abundant with learning materials and posters. There should be a reading corner for the kids. Second, as for the choosing of the reading materials, connecting with the children’s life experience, predicative, fitting the kids’ language ability, having useful and attractive pictures, being interesting, having suitable length and clear layout, being able to act as a play and being able to extend the school learning were the principles. Third, as for the principles of phonics, the combinations between the most common words announced by the Ministry of Education and Fry (2001) common phonics rules were good choices. Fourth, as for the strategies of reading comprehension, prediction, asking, looking for related clues, summary and review, and ministering were strategies worthy of teaching. The results showed that the experimental group scored significantly higher than the controlled group in reading subtest, sound subtest, meaning subtest, comprehension subtest, and reading motivation test after the intervention. Besides, the main findings from the data of the questionnaires, interviews and the teaching journals were consistent to the above statistic results. This study proved that a balanced reading instruction had positive influences on students’ reading ability and reading motivation. Suggestions were provided to the administrators and English teachers according to the research results.
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Tsao, Shih-chen, and 曹世珍. "Effects of Balanced Reading Instruction on Fifth-grade Students’ English Reading Ability and Reading Attitude." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/04527115895984917603.
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碩士國立臺南大學
教育學系課程與教學碩士班
93
The purpose of this research was to conclude the meaning of a balanced reading program for EFL instruction, and to examine the effects of the balanced program on fifth-grade students’ English reading ability and reading attitude. There were 31 students in the experimental group, and 28 students in the controlled group to participate in the experimental instruction for 17 weeks. The English Word Recognition Test, English Reading Ability Test, and English Reading Attitude Scale were used as test materials. All participants took a pretest and a posttest. ANCOVA was used to analyze the data. The results indicated as follows: 1.There were significant differences on English Word Recognition Test and reading sound subtest between the Experimental Group and the Controlled Group, but no significant difference on the meaning of the word subtest. 2.There was no significant difference on English Reading Ability Test between the Experimental Group and the Controlled Group. 3.There was no significant difference on English Reading Attitude Scale between the Experimental Group and the Controlled Group. According to the research results, suggestions were provided to teachers, scholars, and research analysts in the teaching process, administration, and further research.
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Lin, Wen-Huei, and 林文惠. "Using Balanced Reading Instruction to Enhance Junior High School Students’ English Reading Abilities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/76965470792287292431.
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碩士康寧大學
應用外語研究所
103
The purpose of the study was to use English balanced reading instruction model in English reading instruction and to examine the effects of balanced reading instruction on junior high school students’ English word recognition, reading comprehension, and reading attitudes. The subjects of this study were fifteen junior high school students from second-grade in a cram school in Chang-Hua County. The students received the reading instruction. The duration of this study was twelve weeks, the instruction time was forty-five minutes each class, two classes a week, and twenty-two pieces of short English reading were used with the students. Quantitative data were collected from a pre-test and post-test of English word recognition, English reading comprehension, and English reading attitudes. The results were analyzed by correlated sample ANOVA . The conclusion of this study based on the data analyses are summarized that using balanced reading instruction was effective in enhancing students’ word recognition and reading comprehension abilities. However, using balanced reading instruction was not effective in enhancing students’ English reading attitudes. However , the students ware highly affirmative to the balanced reading instruction model in English reading instruction, reading materials, and activities. Finally, pedagogical implications and the application of the balanced reading instruction model in English reading instruction were recommended. Key words: balanced reading, English word recognition, reading comprehension, reading attitudes.
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Cheng, Yipin, and 鄭宜蘋. "The Effects of Balanced Reading Instruction on Junior High School Students’ English Reading Abilities and Reading Attitudes." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/37404680605699689471.
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碩士國立臺中教育大學
課程與教學研究所
97
The purpose of this study is to design“English balanced reading instruction model in junior high school”and to test how this model affects students’ English reading abilities and reading attitudes. The subjects of this study were six-eight junior high school students from two first-grade classes in Taichung County.There were thirty-three students in the experimental group, and thirty-five students in the control group. The design of this study was“the posttest nonequival group design of Quasi-experimental”. The duration of this study was 12 weeks, the instruction time was 45 minutes each class, and 4 classes one week. In the data collection, all subjests’differences in the three tests (English reading diagnostic test, English reading comprehension test, and reading attitude questionnaire) were compared and analyzed quantitatively to investigate after the instruction whether there are effects or not. Based on the data analyses, the conclusions of this study are summarized as follows: 1. Balanced reading instruction was a little effective in enhancing students’word recognition abilities, especially word-reading ability. 2. Balanced reading instruction was effective in enhancing students’English reading comprehension abilities. 3. Balanced reading instruction was a little effective in improving students’ attitudes toward English reading, especially the effect cognitively. According to the conclusions of this study, the relevant recommendations were made to the applications of English balanced reading instruction in junior high school for teachers and the consultations on the future related researches.
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YEH, SUE-FEN, and 葉淑芬. "Implementing Balanced Reading Instruction to Enhance EFL Elementary School Students’ Learning Performances and Reading Attitudes." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/tt9pjp.
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碩士國立屏東大學
英語學系碩士班
107
The present study aimed to examine the effects of the Balanced Reading Instruction on EFL students’ English word recognition performance and reading comprehension performance. It also explored students’ attitudes toward children’s picture books. The participants were nine fifth-graders from an elementary school in Pingtung County. All of the participants received a fifteen-week balanced reading instruction programs. The data were collected through pre/post word recognition tests, pre/post reading comprehension tests, pre/post questionnaires, interview data and classroom observation notes. The former two were analyzed with comparison between learners’ pre/post test scores. The descriptive statistics were reported for the participants’ responses in the pre/post questionnaires. The researcher’s interpretation of the findings was supported by the interviews and the notes of classroom observations. The main findings showed that Balanced Reading Instruction facilitated students’ word recognition performance with the explicit phonics teaching and repeated vocabulary in the story. Meanwhile, with various methods of storytelling and meaningful information from the pictures in children’s books, BRI also enhanced students’ reading comprehension performances. Furthermore, most students held positive attitudes toward English reading through the children’s picture books after they received the balanced reading instruction, and some students even began to borrow English storybooks and read them after the class. Based on the results, the present study provided pedagogical implications and suggestions for further studies.
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Hsiao-HsuanChen and 陳曉萱. "A Study of Facilitating EFL Junior High School Learners’ Reading Comprehension and Reading Attitudes through Balanced Reading Instruction (BRI)." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/24115942785435216530.
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碩士國立成功大學
外國語文學系專班
99
The purpose of the study aims to design an “English program of balanced reading instruction in junior high school” based on its relevant theories and examine the effects of balanced reading instruction on EFL junior high learners’ reading comprehension, retention of reading comprehension and reading attitudes. One hundred and twenty-eight participants were recruited from the researcher’s four intact English classes at a public junior high school in Tainan County, Taiwan. Sixty-four students from two classes as the experimental group received balanced reading instruction, while sixty-four learners from the other two classes as the control group received the traditional teaching method. The whole intervention lasted for eighteen weeks. Three electronic picture stories were used with the students in the experimental and control groups, and each story was adopted for four class periods, one forty-five minute class period per week. Quantitative data were collected from a pre-test, a post-test, and a delayed-recall test of reading comprehension, reading attitude questionnaire and the questionnaire about balanced reading instruction (Q-BRI). The results of the learners’ reading comprehension tests and reading attitude questionnaires were analyzed by one-way ANCOVA in order to investigate the effects of their reading comprehension abilities, reading retention and reading attitudes. As for Q-BRI, the results would be analyzed by descriptive statistics in order to obtain the students’ opinions related to balanced reading instruction in the experimental group. The major findings in the present study are summarized as follows: 1.Balanced reading instruction was beneficial for the learners and enhanced their reading comprehension, especially with regard to their phonemic analysis, vocabulary, and reading ability. 2.The BRI project assisted the students in retaining improved reading comprehension, particularly related to vocabulary. 3.The students significantly enhanced their reading attitudes through the use of BRI, mainly in terms of their reading feelings and reading beliefs. Based on the findings outlined above, it is strongly recommended that junior high instructors should implement BRI in an after-school English club setting. On one hand, teachers can reduce their stress pertaining to following schedules. On the other hand, it is beneficial for students to enhance their reading comprehension and reading attitudes. In addition, the conclusion of this work offers pedagogical implications related to applying balanced reading instruction to the English reading program in junior high school and the suggestions for future studies.
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Kuan, Yuan-Fen, and 官苑芬. "The Effects of Balanced Reading Instruction on Elementary School Fourth Graders’ English Word Recognition and Reading Attitudes." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/52533748377735119942.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
99
The study aimed to investigate the effects of implementing Balanced reading instruction on research subjects’ English word recognition and reading attitude. In this quasi-experimental study, one hundred and forty-nine fourth graders at an elementary school in New Taipei City were selected as the experimental group and controlled group. The experimental group received the twelve-week balanced reading instruction , while the controlled group did not. The design of this study was “pretest-posttest nonequival group design.” The data were collected through English word recognition test and the English reading attitude questionnaire and were analyzed with Independent-Samples t-test and Paired-Sample t-test. The results show that the experimental group performed significantly better than the controlled group in the English word recognition test and the English reading attitude questionnaire. Also, the difference between the pretest and the posttest of both the English word recognition test and the English reading attitude questionnaire of the experimental group reached significance, while only the former of the controlled group reached significance. The statistics results suggest that implementing balanced reading instruction imposts significant effects no fourth graders’ English word recognition and their English reading attitude.
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Lee, Pei-Jung, and 李佩容. "The Effects of Balanced Reading Instruction on English Vocabulary Ability and Oral Reading Fluency of Fourth Graders." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/83061047059770671419.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
103
The 10-week study aimed to investigate the effects of balanced reading instruction on English vocabulary ability and oral reading fluency of fourth graders. In this quasi-experimental study, forty-seven 4th graders from two classes in Taoyuan City were served as the experimental group and the control group. The 23 students in the experimental group received balanced reading instruction once a week for 40 minutes, while the other 24 students in the control group received regular vocabulary instruction. Data were collected through English vocabulary test, English oral reading fluency test and a feedback questionnaire and further analyzed with descriptive statistics, paired sample t-test and independent t-test. The study results revealed that the experimental group performed significantly better than the control group in English vocabulary test, especially on the aspects of the correspondence between sound-and-meaning and that of form-and-meaning. Although the experimental group improved significantly in English oral reading fluency, both groups’ performance did not reach significant difference. Besides, most of students in the experimental group had positive evaluation on balanced reading instruction. Finally, based on the results of this study, some suggestions for English teaching and further studies were offered.
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Hsieh, Kuo-tsun, and 謝國村. "Action Research of the Balanced Reading Instruction in Elementary Literature and Language Field." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/38553949109986646653.
Full textAbstract:
碩士國立臺南大學
國民教育研究所
92
This thesis is base on Action Research. The main goal is research how the Balanced Reading Instruction to promote the ability of literature and language field in elementary children. We can examine carefully the roles which teachers can play in the Balance Reading Instruction. In the other way, we can inspect the limited in the usage of the Balance Reading Instruction and find out how to solve the problems in the real situation and the students’ attitude. For the research purpose, writer use the technical documents and get the result. Design teaching structure, compose teaching activities, induced by “Aliterature Chart of the 3rd-4th-grade students”(Huang, H.S. 2001) “The Writing Test of the Elementary Children”(Yang, Kun-tang Li,Shui-yuan Wu,Chun-chun Chang, Shi-hui 2001) . Base on two articles to be the test tools---before and after for the object; contrast or comparison with object. Then, count the points of the effect size. At the same time, sum up the information of teaching diary, students’ works, observe records, survey records, inspect diary, the dialogue of coworker teachers. Analyze and double check the data to compare the change of the students in usage of the Balance Reading Instruction. Now, writer induces four conclusions I. The effect of the Balance Reading Instruction to promote writing ability of the elementary children. 1. Promote the aliterature ability highly. 2. Promote the writing ability 3. Consolidate the understanding, promote the observation, enforced the organization. 4. Raise the common vocabulary ability, increase correct grammar usage. 5. Strengthen diversity point of view, intensify ability of expression, and pop up creative idea. II. Teachers in the progress of the Balance Reading Instruction can play many roles in three functions. Teachers can be a researcher, a leader, an intermediary, a thinker, and an observer in the development function. Teachers can be a role player, a demonstrator, and a trainer, in the corrected function. Teachers can be a criterion, and an examination-maker, in the remedy function. III. Students in the progress of the Balance Reading Instruction faced teachers in positive attitude with the courses. Students ask themselves criticize gradually. Students ask for reading more books and love to read. IV. The limited and settle with the Balance Reading Instruction in the real teaching situation 1. Shortage of the teaching time, so teachers add the Balance Reading Instruction in the spare time, uses the time freely in order to cultivate the reading behavior. 2. The teachers lacking the professional ability, they need extra trainings and make a coworker institution. 3. The limited of the activities test and profile test should penetrating analyze students by technology, leading students’ self-control and recognizant learning. 4. The limited of the traditional literature education, should set up a balance view and remold new literature education. 5. In the lower culture stimulate area should use resources openly and encourage great quantity reading. At last, writer accords with the conclusions making some subjects for school education and administration. Hoping the reference materials can assist the interested of the Balance Reading Instruction.
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Chen, Ching-yi, and 陳靜怡. "The Effects of Balanced Reading Instruction with differentiated group on English Word Recognition, Reading Comprehension and Reading Attitudes of Elementary School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/57902367763307180811.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
99
The study aimed to investigate the effects of balanced reading instruction with differentiated group on English word recognition, reading comprehension and reading attitudes. Fifty-eight third graders at an elementary school in New Taipei City were divided into two groups and assigned to the experimental programs. The 29 students in the experimental group received balanced reading instruction with differentiated group. The other 29 students in the control group received normal reading instruction. The experiment lasted for 10 weeks totally, forty minutes in one period and one period per week. The study adopted quantitative and qualitative research methods. Before the experiment program, participants took English Word Recognition Test, Reading Comprehension Test and responded to a Reading Attitudes Questionaire. After the experiment program, Word Recognition Test, Reading Comprehension Test and a Reading Attitudes Questionaire were conducted. Teacher Journals, Students Feedback and Worksheets were also used to improve the validity and reliability of the study. The data were analyzed with descriptive statistics, MANOVA, and qualitative interpretation to understand the teacher’s and participants’ attitudes toward and opinions of balanced reading instruction with differentiated group. The major findings of the study were as follows: 1.The experimental group did not perform better than the control group in English Word Recognition Test (including the reading test and the meaning test). 2.The experimental group performed significantly better than the control group in Reading Comprehension Test. 3.The experimental group performed significantly better than the control group in Reading Attitudes Questionaire. 4.The qualitative interpretation data showed that the experimental group had great interest and positive attitude toward grouping balanced reading instruction. Based on the results of the study, some suggestions were made for future study. Key words: Balanced Reading Instruction, Differentiated Group Instruction, English Word Recognition Ability, Reading Comprehension Ability, Reading Attitude
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Wang, Pin-Xun, and 王品薰. "An Action Research on the Balanced Reading Instruction on Elementary School Fifth Graders’ English Word Recognition and Reading Attitudes." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/99808623310338425892.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士在職專班
103
ABSTRACT This study aimed to evaluate the effectiveness of balanced reading instruction, the ASSURE instructional design, and the integration of information technology on fifth-graders’English word recognition and reading attitudes. Meanwhile, through the action research approach, the researcher documented the difficulties, challenges, and coping strategies throughout the phases/trajectoroies for researchers’ own knowledge growth and professional development. The research intervention lasted for approximately twelve weeks. Participants were selected from students in the 5th grade of an elementary school in Peng-hu County, Taiwan. Teaching reflections and student data (collected via the English Literacy Questionnaire and the Reading Attitude Scale) were analyzed to evaluate the overall effectiveness of teaching and learning. Main conclusions are itemized below: 1. Balanced reading instruction effectively enhanced the fifth graders’ English recognition abilities. 2. Balanced reading instruction had a positive impact on students' reading attitudes. 3. In the course of the action research, the researcher had developed content knowledge, pedagogical knowledge, and technological knowledge through the process of reflection,evaluation, and revision. Overall, this study had helped leverage the researcher’s teaching abilities and students’ learning outcomes. Suggestions were put forward in terms of English teaching, educational administration, as well as directions for future studies.
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Lai, Yu-Hsung, and 賴郁璿. "A Study of Balanced Instruction Approach and Multiple Texts Reading to Enhance Elementary School Fourth Grade Students’ Reading Comprehension." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/48082537099350278532.
Full textAbstract:
博士國立臺灣師範大學
教育學系
104
The study aimed to investigate the effects of balanced instruction approach and multiple texts reading on single text reading comprehension, multiple texts reading comprehension and using reading strategies. In this mixed methods researcch, sixty-one fouth grade students at an elementary school in which selected as two experimental groups (Group A and Group B) and one controld group. Group A adopted "balanced instruction approach and multiple texts reading” method (instruction and reading), Group B adopted“multiple texts reading” method (reading only), and control group required no reading and reading instrucion at all. The experiment lasted for 24 weeks totally, forty minutes in one period and two period per week. The study adopted quantitative and qualitative research methods. The researcher carried out the pretest and posttest on 61 studemts by using "PLRLS 2006 test” to investigate the effect on single text comprehension. The researcher also selected night students from two experimental groups (Group A and Group B) and one controld group, which were high, medium and low reading comprehension level in three groups. The nigh students are carried out pretest and posttest of multiple texts oral test and thinking aloud to investigate the effect on multiple texts reading comprehension and using reading strategies. The major findings of the study were as follows: 1.Through the implementin of the program, there were positive effects on improving student’ single text reading comprehension. The experimental group A performed significantly better than the experimental group B and the controlled group in PIRLS 2006 test. 2.Through the implementin of the program, high and medium reading level of two experimental groups students made progress in multiple texts reading comprehension. They performed better than the controlled group in summary, inference, compare,linking experience and making a point etc. 3. Through the implementin of the program, the experimental group A made progress in using comprehension strategy. Students with high comprehensive abilities in group A often used High-level comprehension strategies. The low comprehensive abilities student often used parapharing to improve his reading comprehension, rather than backtracking and repeating.
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Chen, Shao-Shan, and 陳少山. "An Action Research on the Effects of Balanced Instruction Approach on the Indigenous Students’ Reading Comprehension." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/40030501755112632163.
Full textAbstract:
碩士國立東華大學
課程設計與潛能開發學系
101
This study aimed to improve both theresearcher’s reading instruction as a teacher and the fifth graders’ reading comprehesion. Teaching reading to the indigenous students in a remote area, I discovered my insufficiency and decided to implement this action research. After reviewing literature and attending workshops, , I as the researcher decided to use the Chinese Textbooks as the basic curriculum to teach reading comprehension as the textbooks are the most practical, economical, and accessiblematerials available for children. The action began with adapting balanced approach in teaching reading comprehension consisting of the whole language approach and the phonics approach. How fifth-graders’ reading comprehension and motivations were improved by the balanced reading instruction approach were investigated through the spiral cycle of action research. The process included constant self-refleiction and action modification. The data collection containedthe students’ learning performance, verbal protocols of the focus students’, video or audio recordings on reading classes, collaborative teacher’s classroom observations, parents' feedbacks, journals, and the student survey. The followings are the conclusions of my action research. Firstly, The students were taught to predict the content of the lesson by the title, to read aloud for self-monitoring, and to use the strategies of deletion, induction, and topic sentences to summarize the content. During the teaching process, the students’ metacognitive abilities were developed by repeated practices. Secondly, both the teacher and the students’ growth and transformation could be seen after the implementation, including the improvement in adapting balanced reading instruction strategy, more opportunities for students to learn in the whole language environment, the enhancement of students’ learning motivation, the timing and application of scaffolding, and the teaching’s shifting from teacher-centered to student-centered. Finally, the teacher played a vital role in students’ learning quality and willingness to learn. I suggested that teachers need to continuously review and reflect on their teaching processes. They could make teaching more effective by revising their teaching steps whenever possible based on students' performances and the feedbacks from their collaborative teachers in school as well as the parents.
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Ko, Heng-Wan, and 葛恆婉. "The Impacts of Balanced Literacy Instruction on ElementaryCram School Fifth Graders' English Reading and Writing Performance." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/97000006069237811350.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
103
The purpose of the study is to investigate whether Balanced Literacy Instruction (BLI) can enhance English as foreign language learners' word identification, reading comprehension and writing skill. Participants were thirteen fifth graders in an English cram school located in Taipei, Taiwan. During the eighteen-weeks instruction, the participants were required to write six summary writings, which are three pairs of pre- and post tests. They were also given a pre- and post test of their word identification and reading comprehension. Data were obtained from summary writings, Cambridge Flyers reading/writing assessment, and one-on-one interviews. The results of paired t-tests showed that the students improved their word identification, reading comprehension and writing performance significantly after receiving the treatment of BLI. In addition, BLI also built up students’ literacy confidence and created a learning environment to help intermediate readers and writers in the classroom. To conclude, this study may be of importance in explaining the relationship between students' reading and writing performance, as well as in providing English teachers with the impacts of BLI. Furthermore, pedagogical implications and suggestions for future research were drawn for the BLI classroom.
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Kao, Yi-Lien, and 高伊蓮. "The Effects of Balanced Reading Instruction with English Learning Website on English Vocabulary Learning of Fifth Graders." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/89170588002250501726.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
104
The study aimed to investigate the effects of balanced reading instruction with the English learning website, Spelling City, on English vocabulary learning. In this quasi-experimental study, fifty 5th graders from two classes at an elementary school in New Taipei city were divided as the experimental group and the control group. The 25 students in the experimental group received balanced reading instruction with English learning website while the other 25 students in the control group received balanced reading instruction. The experiment lasted for 10 weeks totally, 40 minutes in one period and once period per week. The quantitative data were collected through English vocabulary tests and a feedback questionnaire designed by the researcher. The data were further analyzed with descriptive statistics, paired-sample t test, independent sample t test, Mann-Whitney U Test and Wilcoxon signed-rank test. The qualitative data were collected through students’ semi-structured interviews, students’ worksheets and observation records. The data were analyzed with qualitative interpretation. The study results revealed that the experimental group performed better than the control group in the English vocabulary posttest although both groups’ performance did not reach significant differences. Besides, after receiving balanced reading instruction with English learning website, there were significant differences between mid-proficiency, low-proficiency and high-proficiency students. The low-proficiency students in the experimental group performed significantly in the posttest than those in the control group. What’s more, most students had positive evaluation on balanced reading instruction with English learning website. Finally, based on the results of this study, some suggestions for English teaching and further studies were offered.
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Chen, Yi Ya, and 陳怡雅. "An Action Research on the Effects of Balanced Reading Instruction on Fifth Graders’ English Learning Motivation, Learning Attitude And Learning Achievement." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/53993146989823776822.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩博士班
103
Abstract This study aimed to evaluate the effects of balanced reading instruction on fifth graders’ English learning motivation, learning attitude and learning achievement and investigate the possible models and strategies of balanced reading instruction in elementary English curriculum. The target population consisted of seven fifth graders from a rural school located in Tainan city, where the researcher served. The action program included three cycle stages, in total of thirty-three classes that lasted for seventeen weeks. The data were collected through interview, classroom observation, teaching journals, students’ learning journals, co-teaching partner’s observation records, worksheets, learning motivation and attitude scales, and teacher-made periodic assessments. Analyzing from the quantitative and qualitative data, the study obtained the following conclusions: 1.Balanced reading instruction was successfully implemented in elementary English curriculum. 2.After implementing experimental balanced reading instruction, students’ English learning motivation enhanced. 3.After implementing experimental balanced reading instruction, students’ English learning attitude improved. 4.After implementing experimental balanced reading instruction, students’ English learning achievement promoted. 5.Balanced reading instruction improved the understanding of vocabulary. 6.Balanced reading instruction constructed the meaning of grammar rules. Lastly, based on the conclusions above, the study proposed a list of recommendations on English teaching and future research.
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chuan, Tsai tzu, and 蔡姿娟. "Balanced Reading Instruction Model and the Experimental Study on the Effects of This Model for EFL Students in Senior High School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/70991559856073318584.
Full textAbstract:
博士國立高雄師範大學
教育學系
94
The purpose of this study is to design ” the balanced reading instruction model for EFL students in senior high school ” and to test how this model affects students’ English word recognition abilities, English reading comprehension abilities and English reading attitude. The subjects of this study were seventy-eight senior high school students from two 1st grade classes in Kaohsiung county. There were thirty-seven students in the experimental group, and forty-one in the control group. The design of this study was ” pretest-posttest nonequival group design ” and the duration of this study was 16 weeks. In the data collection, all subjects’ differences in the three tests ( English phonological awareness test, English word-reading test, and English reading comprehension test ) and in the reading attitude questionnaires between the pre-treatment and post-treatment were compared and analyzed quantitatively; after 3-week-delay, all subjects took the three different tests and the same questionnaire again to see whether the teaching effects are retainable or not. Additionally, after this study, some open-ended questions about students’ feelings or suggestion on balanced reading instruction were analyzed qualitatively. Based on the data analyses, the findings of this study are summarized as follows: 1. “Balanced reading instruction” can be applied to the English teaching for senior high school students. (1) The ”whole-part-whole” teaching process could be embedded in the high school English curriculum. (2) “Balanced reading instruction” was based on the variety of learner, teachers, curricula, and evaluation. 2. “Balanced reading instruction” was effective in enhancing the students’ word recognition abilities. (1) “Balanced reading instruction” could help improve the students’ English phonological awareness abilities, but didn’t significantly promote their awareness ability on phoneme awareness. (2) “Balanced reading instruction” was able to enhance students’ word-reading ability, but only have limited effect on “vowel with e” pattern. 3. “Balanced reading instruction” helped enhance students’ English reading comprehension ability. 4. “Balanced reading instruction” could improve the students’ attitude toward English reading.
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Liao, Yi-Chia, and 廖怡佳. "A Case Study of English Word Recognition and Learning Attitude of New Immigrant Middle Grade Students by Using Balanced English Reading Instruction." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/24455076543876839943.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
103
The study was aimed to explore whether Balanced English Reading Instruction（BERI）can enhance EFL learners’ word recognition and English learning attitude on New Immigrant Children. Three middle graders with limited English proficiency in a remote area elementary school in New Taipei City were selected as research participants. The multiple probe design across participants was used in this study. The independent variable was the BERI and the dependent variable was the English word recognition ability and English learning attitude. There were three stages in the data collection: baseline, intervention, and maintenance. The study lasted for 11 weeks, four times per week. The “English word recognition test” and the “English learning attitude questionnaire” designed by the researcher were used to collect data from the participants. Visual analyses of graphs were used to evaluate the instant learning and retention effects of the teaching; feedback from and semi-structured interviews with students were used for the current thesis. The results were summarized as follows: I. BERI was effective for EFL learners' English word recognition in immediate tests and the learning benefits can be retained for a while. II. EFL learners had positive attitude towards BERI. The study suggests that Balanced English Reading Instruction should be incorporated into English teaching for elementary new immigrant children. Pedagogical implications and suggestions for future studies were discussed based on the results obtained in this study.
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Kamlongera, Cecilia Esnath. "An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi." Thesis, 2010. http://hdl.handle.net/10500/4890.
Full textAbstract:
For several years specialists in reading have debated on how pupils should learn to read. The
debate has focused on two methods of teaching reading, that is, the phonic method and the
whole language method. Some researchers have identified five elements of reading
instruction that are critical to achievement in reading, namely; that reading instruction should
include phonics, phonemic awareness, reading fluency, vocabulary and comprehension.
These are the components that make up what is termed a balanced literacy approach.
Although there is some debate on what constitutes the balanced literacy approach, this study
adopted the understanding of the approach described above. The study investigated whether
the use of the balanced literacy approach could improve standard four pupils’ achievement in
reading and writing in English. The targeted population consisted of twelve schools located
in Zomba rural district. Pupils were tested before and after the intervention. Teachers in the
experimental group were trained twice on balanced literacy approaches, first before the
intervention and midway of the intervention.
Observational measures revealed that teachers generally implemented the treatment. The
post intervention data indicated that pupils responded very well to the activities that were
presented to them. The reading and writing achievement of pupils that were present for the
post-test increased more than those of the control group.
The results obtained suggest that the balanced literacy approach improved the reading and
writing achievement of standard four pupils in the experimental group.English Studies
D. Litt. et Phil. (English)