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Cassano, Lauren M. "The effects of a word study spelling program in a differentiated classroom /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.
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Ross, Linda. "Investigating spelling through generative instruction." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1435.
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MacDougall, Lisa Kathryn Denham. "Building spelling concepts through word study." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.
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Dickerson, Stephanie Joy. "Dialectal and developmental influences on real word and non-word spelling tasks." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002913.
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Johnson, Ernest B. "The influence of speaking Black English on spelling in standardized English /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8411.
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Stacy, Catherine Ann. "Applying mixed-effects receiver operating characteristic (ROC) curve analysis to diagnostic evaluations of human learning." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035981.
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Herold, Marina. "The use of word prediction as a tool to accelerate the typing speed and increase the spelling accuracy of primary school children with spelling difficulties." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09232004-105149.
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McCord, Kathryn L. "A professional development model building word knowledge for middle level teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 97 p, 2009. http://proquest.umi.com/pqdweb?did=1833621221&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Blackwell, Penelope. "A misspelt youth: an exploration of frequency, consistency and the reduced vowel sound in relation to the dual route model of spelling /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19225.pdf.
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Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.
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Strange, Mandy Lea. "The most effective way to teach spelling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2825.
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The research in this project shows that spelling needs to be taught through patterns, rhymes and the use of analogies. Weekly spelling tests are effective to assess spelling patterns, instead of useing a pre-determined collection of random words. Additionally, spelling needs to be taught within writing, not as a completely separate subject.
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Rollins, Ivy E. "Using spelling performance to study literacy acquisition in English for Spanish-speaking students in the seventh grade /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3277006.
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Peck, Greg L. "The effects of cooperative learning on the spelling achievement of intermediate elementary students." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776723.
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This study compared differences in spelling achievement among groups of students who were high, average, and low achievers. The study attempted to determine, over 7 weeks, any treatment effects resulting from students being cooperatively grouped for spelling instruction. A student's level of achievement and type of grouping for spelling instruction were variables contrasted between intact treatment and control classes of students.This study used six intact classes of intermediate grade elementary children. Three classes were grouped cooperatively for spelling instruction and three classes were not grouped cooperatively for spelling instruction. The study included the scores of 135 students, 68 in the control group and 67 in the treatment group. Normal curve equivalent scores from an existing standardized achievement test were used to classify students as high, average, or low achievers.A student's level of achievement was an attribute variable that yielded proportional cell sizes in order to conduct an analysis of variance. The dependent variable was the total number of words that each student spelled correctly on seven weekly spelling tests. A t-test was used to examine the NCE scores of the treatment and control groups to verify that no significant differences existed between the groups prior to the study.Teachers were trained in a series of four sessions to implement cooperative learning using Student Teams Achievement Divisions. The sessions provided activities designed to encourage the development of collaborative skills prior to initiating treatment. A bonus point system was used to reinforce the collaborative skills.The analysis of variance tested four null hypotheses at the .05 level of confidence. None of the null hypotheses were rejected. The following results were suggested:1. Intermediate children achieve equally well regardless of how they are grouped for spelling instruction.2. High, average, and low achieving students achieve equally well regardless of how they are grouped for spelling instruction.3. Low achieving students achieve significantly different from high and average achieving students.The findings of the study suggest that cooperative grouping for spelling instruction is as effective as spelling instruction without cooperative grouping regardless of student level of achievement.Department of Elementary Education
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Chu, Ka-bik Cindy. "The effects of improving phonological awareness and spelling ability through contrastive phonology a study of a Hong Kong primary classroom /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262086.
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Pérez, Mercedes. "Patterns of invented spelling in Spanish." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2209.
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This study proposes to examine the invented spelling patterns that Spanish speaking children create in their writing. Their writing samples were then transcribed and each word was categorized as either conventional or an invented spelling.
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朱嘉璧 and Ka-bik Cindy Chu. "The effects of improving phonological awareness and spelling ability through contrastive phonology: a study of aHong Kong primary classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262086.
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Poon, Yee-wah Lynda, and 潘綺華. "The effect of context cue instruction on intermediate EFL students' ability to infer word meaning from context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958229.
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Yeung, Pui-sze, and 楊佩詩. "Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35726787.
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Hill, Timothy D. "Relationships among language use, phonological skill, and vocabulary in English language learning preschoolers." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002575.
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Pemberton, R. "Spoken word recognition and L2 listening performance : an investigation of the ability of Hong Kong learners to recognise the most frequent words of English when listening to news broadcasts." Thesis, Swansea University, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638439.
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Since the late 1970s there has been extensive research into L1 spoken word recognition. However, in L2 listening research, there have been very few such studies, with most studies focusing on the final stage of speech processing (comprehension) and on how comprehension is affected by modifications to the spoken text and the use of strategies. The six experiments reported here are among the first to specifically focus on the spoken word recognition of L2 listeners. In the experiments, I investigate the word recognition rates of Hong Kong learners of English at intermediate level and above (university students and staff) listening to BBC news broadcasts. Using an innovative methodology that recorded the keystrokes made by participants when transcribing a recording, I was able to obtain insights into the listeners' initial perceptions of a section of speech. The results show that at the original speech rate (nearly 200 wpm), only one in three of the 1,000 most frequent words of English was recognised on first hearing a section of the news item, and only two in every three of these words were recognised on first attempting to transcribe the word. Even with slow speech rates (150 and 120 wpm) and short stretches of speech, this group of learners consistently recognised at most only three out of every four of the 1,000 most frequent words. At recognition rates of 75% and below, successful comprehension is shown to be extremely unlikely. The results suggest that the ability to recognise words (and especially frequent ones) in connected speech is a vital prerequisite for comprehension and the employment of top-down listening strategies. The thesis calls for systematic and wide-ranging research into L2 spoken word recognition, both with Hong Kong learners of English and L2 learners in general.
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Chang, Jean, and 章菁. "Developing Fourth Graders'''' Word Recognition and Spelling Abilities in English." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/54408289240558001766.
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碩士國立台北師範學院
兒童英語教育研究所
91
ABSTRACT The present study aims at exploring fourth-graders’ word recognition and spelling abilities in English. It is designed to examine the effects of phonics instruction and reading-writing instruction on EFL students’ letter identification, word recognition, word spelling, experimental word recognition, and experimental word spelling performance. Sixty fourth-grade EFL students from nine fourth-grade classes at an elementary school in Taipei City were selected to participate in this study. The subjects were divided into two groups: the phonics group and the reading-writing group, with thirty students in each group providing that there were no significant differences in their English ability. In each group, students were further categorized into high-level and low-level subgroups according to their performance in the pretest. The experiments of the respective conditions lasted for sixty-four 30-minute class periods over a sixteen-week period of time. The results are as follows: Systematic phonics instruction appears to have merits on performance of letter identification, word recognition, word spelling, experimental word recognition, and experimental word spelling over reading-writing instruction. As for the subgroup performance, the phonics low-level subgroup performed better significantly than did the reading-writing low-level subgroup on both experimental word recognition and experimental word spelling measures whereas the phonics high-level subgroup performed better significantly than did the reading-writing high-level subgroup only on the measure of experimental word recognition. No significant differences were found between the phonics high-level subgroup and the reading-writing high-level subgroup.
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CHIH, WAN-CHEN, and 池宛真. "The Contribution of English Metalinguistic Awareness toTaiwanese EFL Children’s Word Spelling." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/80859750623817704824.
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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
104
Previous studies have shown that spelling is a developmental process involving the orchestration of phonological, morphological and orthographic knowledge, instead of mere rote memorization. However, there was still a controversy over the contributions of metalinguistic awareness to L2 children’s word spelling during developmental stages. The present study examines the extent to which phonological, morphological, and orthographic awareness contribute to L2 word spelling in Taiwanese elementary school EFL children, with lower and higher proficiency levels. Sixty fifth graders were assessed on the test of English proficiency, English phonological awareness, English morphological awareness, English orthographic awareness, and English word spelling tests. Pearson correlation and hierarchical regression analyses were conducted to analyze the data. The findings indicated that: (1) for the two proficient groups as a whole, phonological, morphological, and orthographic awareness were all weakly-to-moderately correlated with word spelling; (2) for the lower proficient group, there was a significantly weak correlation between morphological awareness and word spelling. For the higher proficient group, there was a significantly moderate correlation between morphological awareness and word spelling, as well as between orthographic awareness and word spelling; (3) for the two proficient groups as a whole, phonological and morphological awareness predicted unique variance in word spelling, over and above the contribution of proficiency; (4) for the lower proficient group, none of the variables uniquely predicted word spelling, after controlling for L2 proficiency. For the higher proficient group, morphological and orthographic awareness uniquely predicted the variance in word spelling, after controlling for L2 proficiency. The findings of this study provided a more complete picture of the extent to which different metalinguistic awareness skills contributed to EFL learners’ spelling abilities as a function of L2 proficiency. Based on the results, it was recommended that EFL teachers provide instruction incorporating phonological, morphological, and orthographic awareness activities differentially to suit the needs of different proficient children in order to help facilitate children’s development of spelling abilities.
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Chan, I.-Chih, and 詹益智. "The Role of L1 Phonological Awareness in English Word Spelling and Reading." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/48295104868869179834.
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碩士國立政治大學
語言研究所
92
It has been conventionally assumed that Chinese-speaking children do not have phonemic awareness. In this study, Chinese-speaking children’s phonemic awareness was empirically tested and its role, relative to onset-rime awareness, in the acquisition of English spelling and reading abilities was examined. Two L1 phonological awareness tests (i.e., an onset/rime oddity test and a nucleus/coda oddity test) were administered to a total of 192 Chinese-speaking fourth-graders. The children were selected and categorized based on their performances on the two L1 phonological awareness tests: 29 children with good onset-rime awareness and good phonemic awareness, 29 children with good onset-rime awareness but poor phonemic awareness, and 26 children with poor onset-rime awareness and poor phonemic awareness. The three groups of children were then tested on their abilities to spell and read English pseudowords. Before taking the English pseudoword spelling and reading tasks, the children were provided with eight opportunities to master the requisite letter-sound knowledge for the success in spelling and reading the pseudowords. The results showed that Chinese-speaking children demonstrated phonological awareness at the phonemic level, though varying in degree. Considered along with individual differences in digit span and English receptive vocabulary, children with better phonological awareness at both the onset-rime level and the phonemic level performed better in English pseudoword spelling than children with better onset-rime awareness but poorer phonemic awareness, who in turn, performed better than children with poorer phonological awareness at both levels. Finally, children with better phonemic awareness outperformed the other two groups of children with poorer phonemic awareness in pseudoword reading. Onset-rime awareness did not seem to play a significant role in pseudoword reading. These results support and extend other studies suggesting that the acquisition of English spelling and reading abilities in Chinese-speaking children benefits from the phonological awareness obtained during the course of first language acquisition and that the beneficial effect varies with the levels of phonological awareness.
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Lee, Yin-chi, and 李茵琦. "THE EFFECTS OF WORD BOX AND WORD SORT PHONICS INSTRUCTION ON THIDE GRADERS' PHONOLOGICAL AWARENESS AND SPELLING ABILITY." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/69172565555137341534.
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碩士臺北市立教育大學
英語教學系碩士班
97
The purpose of the present study was to investigate and compare the effects of two contemporary phonics instructions, Word Box and Word Sort, on EFL third graders’ phonological awareness and spelling ability. Two intact classes, each consisting of 27 third graders, were selected from an elementary school in Taipei County to participate in the study. The two classes of third graders were randomly assigned to either the word box group or word sort group. The phonics instructions were provided once a week during the students’ morning self-study time, and each lesson lasted for 40 minutes. The total training time was 320 minutes. All of the participants were given phonological awareness tests before and after the phonics instructions in order to compare the effects of word box and word sort on subjects’ PA performance. They were also given a spelling test in the posttest. The result showed that both word box and word sort could improve the subjects’ phonological awareness. Moreover, the present study found that word box, a phoneme-based phonics instruction, resulted in significantly more improvement on subjects’ phonological awareness than word sort, an onset/rime-based phonics instruction. Subjects receiving word box training also performed significantly better than those receiving word sort training on the pseudoword spelling test. The results of the study highlighted the importance of phonemic awareness in the beginning level of English learning.
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Wang, Chin-Yu, and 王金玉. "The Effects of Board Games on Taiwanese 6th Graders’ English Spelling Ability." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/91334470475055826255.
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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
Abstract This study aims to investigate the effects of board games on English spelling ability of Taiwanese 6th graders. Forty-eight 6th graders from two classes participated in this study, one with 24 students serving as the experimental group and the other with 24 students as the control group. The board game Rummikub Word was adapted and applied to spelling practice for the experimental group while the control group adopted traditional writing drill after instructions from their English teacher. The experiment lasted for 8 weeks, with 3 periods per week, 20 minutes in one period of instruction. Research data were collected mainly through a self-made spelling pretest, an immediate posttest, and a delayed posttest. A feedback questionnaire was also administered to the experimental group to find the students’ opinions toward this game-based learning project. The study results reveal that both groups significantly improved their spelling ability after receiving instructions. However, the spelling ability and the retention effectiveness of the experimental group were both significantly better than those of the control group. Furthermore, the experimental group claimed that it was helpful and joyful for them to memorize vocabulary via this adapted board game. Finally, based on the results of this study, some suggestions are provided for teachers and further studies.
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Sylvia and 俞靜如. "The Correlation between Chinese word Recognition, English word Recognition and Chinese phonological awareness, English phonological awareness, spelling and Letter in Taiwanese second graders." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/96780981380562868070.
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碩士國立臺中教育大學
特殊教育學系碩士班
102
The Correlation between Chinese word Recognition, English word Recognition and Chinese phonological awareness, English phonological awareness, spelling and Letter in Taiwanese second graders. Abstract The present study examined the contribution of Chinese phonological awareness(CPA), English phonological awareness(EPA), spelling and letter to Chinese word recognition and English word recognition. Thirty children with Chinese word recognition difficulties (poor readers) and 30 normal reading children (normal readers) in grade 2 were examined on measures of Chinese literacy, English literacy,Chinese phonological awareness, English phonological awareness , spelling and letter tasks. The results showed that: (a) Normal readers performed significantly better than the poor readers in letter, spelling and Chinese/English PA. (b) The scores of letter, spelling and Chinese/English PA correlated significantly with Chinese/English word recognize. (c) Children’s performance of letter, spelling, phonological awareness predicted Chinese/English word recognize after age and IQ were controlled. Keywords：word recognition difficulties, phonological awareness, Language transfer.
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Hsieh, Wan-Ting, and 謝琬婷. "The Effects of English Homework on 5th Graders' Word Spelling and Sentence Making Abilities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/62281697718728173167.
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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 purpose of this study was to investigate the effects of English homework on 5th graders’ word spelling and sentence making abilities. Forty-four research participants in Taoyuan elementary school participated in this study. The Super Wow 6 textbook was used as the teaching material. The experimental group was assigned repetition practice English homework after class, while the control group was assigned English worksheets after class. Data required for the study were collected through pre- and posttests of word spelling, sentence making abilities, as well as participants’ response towards English homework. The study results indicated that after 12-week experimental instruction, the experimental group improved their word spelling and sentence making abilities more significantly than the control group did. Furthermore, data collected from the questionnaire showed that the participants had a positive attitude towards English homework in terms of their interests, confidence, and learning behaviors, as well as their feedback towards English homework. Based on the findings, some suggestions were offered for the reference of similar English instruction and future studies.
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De, Sousa Diana Soares. "The bilingual mind...simultaneous and sequential processing and spelling ability in monolingual English and bilingual Afrikaans-English children." Thesis, 2007. http://hdl.handle.net/10539/1976.
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Student Number : 0006815V -
MA research report -
School of Human and Community Development -
Faculty of HumanitiesIn South Africa, the majority of children are bilingual and little research exists on the cognitive processes bilingual children use to spell. This has far-reaching and challenging implications for cognitive models of spelling. Specifically, bilingualism exhibits a pervasive influence on children’s literacy development (Bialystok, 2002). The majority of research on children’s spelling has been conducted internationally with monolingual English children. From international literature, cognitive processing (simultaneous processing and sequential processing) has been identified as an important area for consideration in the spelling acquisition process of English children (Kaufman & Kaufman, 1983b). Simultaneous processing is important for whole word spelling, whilst sequential processing is important for decoding letter sound correspondences. Cross-linguistic research demonstrates a bias towards one or the other spelling strategy may be tied to the depth of a language’s orthography, possibly due to the different demands the language orthography places on how children learn to spell (Frost et al., 1987; Wimmer & Hummer, 1990, 1994; Goswami et al., 1998). The present study examined the relationship between simultaneous and sequential processing and spelling in Grade 3 monolingual English-speaking children and bilingual Afrikaans-English speaking children at one point in time. Thirty bilingual Afrikaans-English children (Afrikaans first language, English second language) and were learning to spell in Afrikaans and in English simultaneously, and thirty monolingual (English first language) learning to spell in English. Simultaneous and sequential processing subtests of the Kaufman Assessment Battery (K-ABC) were administered to the monolingual and to the bilingual children. Monolingual Englishspeaking children received the English word and non-word spelling tests, while the bilingual Afrikaans-English children were asked to spell English and Afrikaans words and non-words (Klein, 1993). The results suggest that lexical (logographic or simultaneous) and non-lexical (alphabetic or sequential) routes are available in English and Afrikaans, but orthography did exert an influence on cognitive processing strategies. Sequential processing demonstrates a higher relationship than simultaneous processing with spelling in English and Afrikaans, although sequential processing contributes more to spelling in a shallow orthography, because the reliable relationship between spelling supports easier and faster computation than in an opaque orthography. Additionally, the results demonstrate that in the bilingual Afrikaans-English children spelling in a second language (L2) rely on spelling skills in a first language (L1), even when the same teaching strategies are used for spelling instruction. Orthography as a tool of academic literacy instruction, influences whether the transfer of spelling skills has a positive or negative influence on spelling in English as a second language in bilingual Afrikaans-English children with a transparent L1. A dual-route model that incorporates the influence of orthographic depth is supported (Seymour, Bunce & Evans, 1992). The present research study concludes that (1) simultaneous processing and sequential processing influence and predict the production of spelling in L1 and L2 in both English and Afrikaans alphabetic orthographies that differ in orthographic transparency, (2) orthographic demands of learning to spell in different orthographies varies and influences cognitive processing resources and decoding skills, which may provide an indication of a cumulative or challenging development of L2 spelling skills particularly when the L1 is transparent. The present research has implications for assessment, traditional spelling models and teaching bilingual children learning to spell in a second language, which is orthographically opaque relative to their transparent mother tongue.
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Hong, Su-chin Alice, and 洪素琴. "A CASE STUDY ON TAIWANESE EFL LEARNERS' ENGLISH SPELLING ABILITY: ROLE OF ENGLISH PROFICIENCY, PHONEME POSITION, AND STRESS." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/77097298128260376517.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
95
Abstract The main purposes of this study were to investigate the difference of spelling ability as a function of English proficiency by sixth graders, and the effect of phoneme position and stress on their performance. The subjects of this study were 38 Taiwanese EFL sixth graders with five years of English learning experience at school since grade two, selected from Taipei Municipal Taoyuan elementary school. The instruments included an English proficiency test (to determine higher and lower English proficiency subjects), and structured nonword spelling tests with CVC, VCC, CCV, and CVCCVC syllable structure. The test scores, after being computed by independent-sample t-test, revealed that the subjects’ general spelling performance varied significantly between students with higher and lower English proficiency. Higher English proficiency subjects spelled significantly better than lower English proficiency subjects in each of nonword spelling tests. Further investigation on the subjects’ spelling samples demonstrated that higher English proficiency subjects seem to possess better phoneme-grapheme mapping knowledge and better knowledge of English orthographic rules. Based on data from CVC structured nonword spellings, the effect of phoneme position was revealed for subjects of higher and lower English proficiency respectively by conducting two-way ANOVA. The final consonants were considerably spelled more poorly than the initial and medial phonemes. Based on data from CVC, VCC, CCV spelling tests, the subjects’ performance in spelling vowels in the initial, medial, and final positions was examined. The analysis further revealed that the final vowels were statistically spelled more poorly than vowels in the initial and medial positions. Especially for the lower English proficiency subjects, their performance in spelling vowels in the initial position was significantly better than that in the medial position, and the performance in spelling vowels in the medial position was significantly better than that in the final position. It is speculated that due to students’ lack of automaticity skills, the whole nonword was not retained completely in the subjects’ working memory. Though the first-heard vowels were spelled most accurately, the process takes up heavy processing load. As a result, the performance in spelling vowels in the following positions deteriorates. By conducting two-way ANOVA, the analysis showed that stressed syllable was spelled considerably better than unstressed syllable. The main effect of stress was significant. It suggested that stress increased the saliency of the sounds, and helped enhance the spelling ability as subjects matched the sounds with the corresponding letters.
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"Word-Study for Arabic Speakers to Read English." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.62899.
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abstract: Learning to read in English is difficult for adult English language learners due to their diverse background, their level of experience with literacy in their first language, and their reason and desire for wanting to learn to read in English. Teachers of adult language learners must consider the educational and language experiences of adults enrolled in English as a Second Language (ESL) classes in order to provide adequate learning opportunities for a diverse student body. Promoting learning opportunities for adult Arabic speakers was an area of interest for me when I first began teaching adult English language learners six years ago. The purpose of my action research study was to provide the adult Arabic speakers in my classroom with strategies they could use in order to read accurately in English. Current research used to guide my study focused on the difficulties Arabic speakers have with the orthographic features of the English language. As I conducted various cycles of action research in an ESL reading class, I developed an intervention to support adult Arabic speakers gain an understanding of the sound spelling system of the English language inclusive of instructional strategies to support accurate word reading. Data was collected to identify the individuals experience in learning to read. I included a pre and post miscue analysis to help identify the common error patterns of the participants of my study. Over an eight-week period, I followed a constructivist approach and facilitated word sorts to help students identify common sound spellings found in the English language. Instructional strategies were included to help the participants decode multisyllabic words by bringing awareness to the syllable types found in the English language. The findings of my study revealed that Arabic speakers benefited from an intervention focused on the sound spellings and syllabication of the English language.Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2020
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黃立勳. "Effects of Word Boxes Instruction on English Word Spelling and Reading Skills by Junior High School Students with Mild Intellectual Disabilities." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/87798723677468710463.
Full textAbstract:
碩士國立臺灣師範大學
特殊教育學系在職進修碩士班
102
The purpose of this study was to explore the effects of word boxes instruction on English word spelling and reading skills by junior high school students with mild intellectual disabilities. Participants of the study were three students with mild intellectual disabilities in the junior high school resource room. The multiple probe design across subjects of single subject research was used to evaluate the effects. In this study, the independent variable was word boxes instruction, whereas the dependent variables were learning outcomes of English word spelling and reading. The performance data of the participants were gathered by English word spelling and reading (generalization) tests designed by the researcher. The data were analyzed in terms of visual analysis and C statistics. The results of the study were as follows: 1.Word boxes instruction resulted in immediate effects on English word spelling and reading skills by junior high school students with mild intellectual disabilities. 2.Word boxes instruction resulted in retained effects on English word spelling and reading skills by junior high school students with mild intellectual disabilities. 3.Word boxes instruction resulted in generalization effects on English word spelling and reading skills by junior high school students with mild intellectual disabilities. Based on the above results, suggestions were proposed for the teachers and future researches.
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YOU, SHU-MEI, and 游淑梅. "The Effects of Using Board Games to Review Vocabulary to Taiwanese 5th Graders' English Spelling Ability." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/31605206962286978599.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
105
Abstract This study aims to investigate the effects of board games on English spelling ability of Taiwanese 5th graders. In the process of learning English for EFL learners, memorizing vocabularies is one of the difficulties for them. Therefore, the researcher tries to apply board games on spelling practice in order to enhance students’ spelling ability. This study adopted a quasi-experimental design. Thirty-two students of fifth graders from a public elementary school in Taipei city participated as experimental and the control groups. Both groups received different vocabulary spelling practice activities. The teacher-made board game was adapted from “Zicke Zacke” （a German memory game） and applied to spelling practice for the experimental group while the control group adopted writing drills after teacher instructions. This experiment lasted four weeks, with two 10-minute sessions per week, totaling 8 sessions of experimental teaching. Quantitative data were collected from a self-made spelling pretest, an immediate posttest, and a delayed posttest. Research data were analyzed by dependent samples t test and a paired samples t test. The results of this study reveal that both groups enhanced their spelling ability significantly after receiving instructions. However, the experimental group obviously performed better spelling ability and retention effectiveness than the control group in the English vocabulary spelling posttest and delayed test. Furthermore, students in the experimental group also claimed that the board game was enjoyable and helpful for their vocabulary spelling. They can memorize vocabularies more efficient and are happier than before. Finally, based on the results of the study, some teaching suggestions are provided for English teachers and further studies.
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Tu, Limei, and 涂莉梅. "The Effects of Task-based Instruction on English Word Recognition and Spelling Abilities of Elementary Third Graders." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/37266827270948799080.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
100
The aim of the 12-week study was to examine the effectiveness of task-based instruction (TBI) on facilitating English word recognition and spelling abilities. Fifty-six participants of two third grade classes served as the experimental and control groups, the former receiving TBI instruction once a week while the control without receiving TBI. A Cambridge Young Learners English Test was adopted to evaluate the initial English proficiency of both groups and a test of word recognition and spelling constructed by the researcher as the achievement test was conducted to examine the impacts of TBI instruction. The study results revealed that the experimental group developed significantly higher ability on word recognition than the control group, especially on the word-and-meaning connection. However, no significant difference was found in spelling ability of two groups probably because of the restraint of participants’ cognitive ability and the lack of relevant TBI tasks adopted on form-focused practice. As to participants’ feedback on TBI, most of them agreed that TBI offered them more opportunities to apply their previous knowledge and newly- learned words in authentic and natural use, task-based learning tasks motivated them to be more concentrated and participatory in the English learning, and they loved TBL tasks which are fun and diverse, and greatly involved group work and peer interactions. Finally, some suggestions for further TBI studies were offered.
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Pittman, Ramona Trinette. "Improving spelling ability among speakers of African American vernacular English: an intervention based on phonological, morphological, and orthographic principles." 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1483.
Full textAbstract:
Given the importance of the role of spelling in literacy, it is important to have
knowledge of the linguistic features that allow students to be successful spellers. Having
phonological, morphological, and orthographic knowledge is essentially important to
spell conventionally. In the United States, the standard language is Academic English
(AE). African American Vernacular English (AAVE) is considered a deviation from AE,
with its own sound system. AAVE is the most widely used form of dialect in the United
States. Many students who speak AAVE may have difficulties in producing the correct
spelling of AE words. The overall purpose of this study was to provide sixth-grade
students, who are speakers of AAVE, with an eight-week intervention in the principles
of phonology, morphology, and orthography that would assist them in improving their
spelling performance.
Students had similar scores on all spelling and dialect pretest measures before the
intervention began. The research design was a pretest/posttest/posttest design using waitlist-
control. This study included 142 students divided into 14 class sections taught by two teachers. The two teachers provided the intervention to the students. The
experimental group consisted of seven classes, and the control group consisted of seven
classes. After the first implementation of the intervention, the study was replicated with
the control group of students.
MANOVA was utilized to determine the effect of the intervention. The
intervention produced large effects for the students who received the spelling instruction.
The results from the criterion-referenced spelling assessments and a sentence writing
task revealed that students who received explicit instruction from the intervention made
gains in their spelling performance from pretest/posttest 1/posttest 2 and maintained
these gains after being tested eight weeks later.
Practical and theoretical recommendations are provided for teachers and
researchers. Suggested recommendations include: providing teacher training that will
enable teachers to be more linguistically aware of AAVE and its features, making
students aware of the difference in the AAVE and the AE sound system, and conducting
more research-based studies that will assist speakers of AAVE in literacy and spelling.
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Ting-Yi, Huang, and 黃定宜. "Effects of the Keyword Method and Onset-Rime Instruction on Word Meaning Retention and Word Spelling Ability of Fifth Graders in a Taiwanese Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/98349954620182109793.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
100
ABSTRACT This study aimed to understand and compare the effects of keyword method on word meaning retention and spelling ability when it was used alone and when it was combined with phonics instruction with a focus on onset-rime awareness, it also explored whether high-achievers and low-achievers would benefit differentially from the two different treatments. The subjects were ninety eight EFL elementary fifth graders taught by the researcher in I-Lan County. The subjects were divided into the experimental group and the control group, 50 people and 48 people respectively, with the homogeneity in their CYLET between two groups. The experimental group was taught 30 target words in keyword method alone; the control group was taught the same 30 target words in keyword method combined with phonics instruction with a focus on onset-rime awareness. The experimental teaching started from March 2012 and lasted for 3 weeks, with two 15-minute sessions per week，5 target words in each session taught to the two groups. The two groups received a 30-word target word pretests before the experimental teaching, a 5-word posttest immediately after each teaching session, and a 1-week delayed 30-word posttest after 6 teaching sessions. The pretest and posttest mentioned above were conducted to measure word meaning retention and spelling ability for the target words. Paired sample t test was then used to see if the two groups improved their word meaning retention and spelling ability for the target words; independent sample t test was used to see if the experimental group outperformed the control group on word meaning retention and spelling ability; independent sample test was used again to see if high- and low-achievers benefited differentially from the two treatments on word meaning retention and spelling ability. The results indicated both treatments were effective in facilitating word meaning retention and spelling ability. However, the experimental group, who received keyword method combined with phonics instruction with a focus on onset-rime awareness, outperformed the control group, who received keyword method alone. Moreover, high-achievers in the experimental group outperformed those in the control group on spelling ability, while no significance was found on word meaning retention. Low-achievers in the experimental group outperformed those in the control group on word meaning retention. As far as spelling ability was concerned, low-achievers in the experimental group outperformed those in the control group on immediate posttest, but no significance was found on 1-week delayed posttest. Researches on keyword method in Taiwan in the recent five years indicated KWM is effective for students’ word meaning retention.。However, the present study explored the effect of keyword method on word meaning retention and spelling ability when it was combined with phonics instruction with a focus on onset-rime awareness. Meanwhile, the present study not only compared the experimental group and control group’s performance, but also high- and low-achievers’ performance in two treatments on word meaning retention and spelling ability to lead to more completed results. Based on the findings and results from this study, the researcher suggested that English teachers can consider combining keyword method with phonics instruction with a focus on onset-rime awareness to help students improve their short-term memory of vocabulary. However, future researchers are suggested to combine keyword method with repeated review of material, or other vocabulary learning strategies so that the effects of the keyword method on long-term memory of vocabulary can be explored.
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Higgins, Kellie Elizabeth. "Orthographic specific visual processes during word recognition in developmental dyslexia: an event-related potential study." Thesis, 2006. http://hdl.handle.net/2152/2723.
Full text
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Lee, Jincheng, and 李錦程. "Taiwanese Young Learners' English Phonological Awareness: Effects of Computer-Assisted Instruction and Relations to Word Reading and Spelling." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/07515283442715838464.
Full textAbstract:
碩士國立中正大學
外國語文研究所
99
The study aims to investigate the young EFL learners’ phonological awareness in terms of the effects of computer-assisted instruction on it as well as its relations to word reading and spelling. The participants were 57 third-graders of an elementary school in Yunlin County. The study was conducted from November 2010 to January 2011, lasting for ten weeks. Data sources included two syllabic awareness tasks (syllable counting and syllable deletion), two rime awareness tasks (rime oddity and rime judgment), three phonemic awareness (phoneme counting, phoneme blending, onset judgment), one reading task, and one spelling task. In addition, questionnaire was also given to the participants to elicit their perceptions of the computer-assisted instruction. Data analysis instruments involved t test, Pearson Correlation, and regression analysis. The results first showed that the students’ phonological awareness was significantly improved, except for the case of syllable deletion. Secondly, in terms of perception of computer-assisted instruction, more than 85% of the students indicated its positive effects on phonological awareness, word reading and word spelling. Thirdly, the learners’ phonological awareness had close relations to word reading. In particular, tasks of phoneme blending, phoneme counting, and onset judgment were significant in predicting the students’ word reading performances. Along the same vein, the students’ phonological awareness had close relationship to word spelling as phoneme blending, onset judgment, and syllable counting significantly predicted word reading performances. Based on the findings, pedagogical implications were discussed and further studies proposed.
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Hsu, Yudy, and 許毓玓. "A Study of The Effects of Word Sort Approach in Teaching English Word Pronunciation and Spelling to Learning Disabilities Students in Junior High School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/46541502162514023378.
Full textAbstract:
碩士國立彰化師範大學
特殊教育學系所
95
The purpose of this study is to explore the effects of word sort approach in teaching English vocabulary pronunciation and spelling to three learning disabilities students in junior high school. The multiple probe design across subjects was used in this study. At first the subjects in this study were screened by English diagnostic proficiency tests developed by the researcher. And then the performance data of the subjects were gathered by English word pronunciation and spelling tests designed by the researcher. Finally, the results were analyzed through visual inspection and simplified time-series analysis. The findings of this study indicated that word sort approach could help learning disabilities students in pronouncing and spelling English vocabulary. After receiving the intervention, subjects could generalize their skills to other new English words.
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Walton, Patrick D. "Rhyming ability, phoneme identity, letter-sound knowledge, and the use of orthographic analogy by prereaders." Thesis, 1993. http://hdl.handle.net/2429/2090.
Full textAbstract:
Recent research in phonological awareness found a strong link between rhyming ability in preschool children and later reading achievement. The use of orthographic analogy, the ability to make inferences from similarities in spelling to similarities in sound, was proposed as the mechanism to explain this relationship (Goswami & Bryant, 1990). Literature was presented that suggested the need for further research. Four research questions were examined. First, can prereaders learn to read unfamiliar words on the basis of orthographic analogy after brief training with rhyming words? The evidence supported the view that they could. Second, will the ability to read words by orthographic analogy be enhanced by phonological training in onset and rime, and by the use of segmented text? The brief phonological training did not increase analogy word reading over the same training without it. However, using text segmented at the onset-rime boundary for training items did increase analogy word reading. Third, will reading by orthographic analogy vary according to the level of prereading skills (rhyming ability, phoneme identity, letter-sound knowledge)? The majority of children with high prereading skills learned to read analogy test words whereas most children with low prereading skills found the task too arduous. Fourth, will rhyming ability make an independent contribution to reading achievement? The results were equivocal.
Rhyming ability did make an independent contribution to the number of trials taken to learn the training items. It did not when analogy word reading was the dependent variable. Phoneme identity accounted for most of the variance in analogy word reading.
Further analyses found that the ability to identify the final phoneme was the best discriminator between children who learned to read analogy test words and those who did not. A possible explanation was that children used the final phoneme to determine the sound of the rime ending rather than the last two phonemes together.
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Chen, Yi-Ting, and 陳怡婷. "Effects of Using Decodable Picture Books on Improving Junior High School At-Risk Students’ Word Reading, Spelling Ability, and Self-Efficacy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/39383506522119375173.
Full textAbstract:
碩士國立中正大學
英語教學研究所
102
Phonics instruction implemented with connected text is reported to significantly reinforce students’ letter-sound knowledge, word reading, and spelling skills. However, most of the related studies focus on elementary children, not on adolescent learners or struggling readers. Besides, many studies in Taiwan do not include connected text in phonics instruction. Only very few studies explain how to select the text and design phonics lessons with the text. In view of these gaps in literature, the study designed phonics lessons combined with picture books to strengthen at-risk 7th graders’ basic reading and spelling skills in a remedial class, and aimed to investigate their changes in word reading, spelling skills, self-efficacy, and learning attitude. In a 14-week program, the teacher researcher systematically guided students to recognize letter sounds, segment and blend phonemes, and practice reading the stories. Two sets of decodable picture books were used—Dr. Maggie’s Phonics Reader and Free Phonetic Readers, featured by specific letter-sound patterns embedded in simple sentences, basic storylines, and vivid illustrations. Data were collected from assessments of letter sounds, word reading, spelling, story reading, observation journals, and sound recording. A modified version of Reader Self-Perception Scale, grounded in Bandura’s self-efficacy theory, was also utilized to examine students’ changes in reading self-efficacy.The findings showed that students made significant progress in reading letter sounds, words, stories, and spelling accuracy; their reading and spelling skills moved to higher developmental stages. Most of them also possessed a positive attitude toward the instruction; their reading self-efficacy was also significantly boosted.
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CHU, HUI-CHUAN, and 朱惠絹. "A Study of Board Games Based Phonics Instruction on Remedial Students’ Word Decoding, Spelling Abilities and English Learning Attitude." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/558f75.
Full textAbstract:
碩士南臺科技大學
應用英語系
106
This study aims to discuss how board games learning strategy using on phonics teaching for elementary school students in an English remedial instruction class to enhance their decoding and spelling abilities and learning attitudes. The subjects of the study were 6 elementary school students with low English performance in an English remedial instruction class. Four of them are in fourth grade and the others two are in sixth grade. These students, recruited from an elementary school in Tainan City, were with normal intelligences and did not attend private English institutes after school. During the 18 weeks remedial instruction periods, all participants received 80 minutes phonics instruction using self- designed board games once a week. Before and after remedial instruction, all students were asked to take pre-tests and post-tests of word decoding, spelling abilities and After School Alternative Program technology-based testing. Moreover, they were required to complete the questionnaires on students’ English learning attitudes. Lastly, after the instruction, the teacher interviewed all the participants. Based on the findings, it is suggested that board games based phonics instruction offer an appropriate instruction for elementary school teachers who seek to help underachievers improve their English ability on their decoding and spelling abilities and learning attitudes.
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""Communication English" aan tegniese kolleges : 'n evaluering in die lig van lees- en spelvaardighede." Thesis, 2015. http://hdl.handle.net/10210/13309.
Full textAbstract:
M.Ed.The purpose of this study is primarily to evaluate the curriculum of the subject Communication English with specific reference to the component of reading and spelling. The rationale is to determine whether or not the reading and spelling skills of college students comply with the requirements of the private sector and, if found to be inadequate, appropriate recommendations would be made. The detrimental effect of reading and spelling problems on a person's entire being and self-actualization is attested by the literature. A needs analysis was done by means of questionnaires to establish how the course makes provision for various aspects of a communicative language curriculum. The questionnaires were completed by three groups, these being the N2 and N3 students, the lecturers of Communication English and various members of the private sector. For purposes of this study only the relevant questions concerning reading and spelling from the questionnaires were highlighted. The results of the reading and spelling tests showed that there is a significant discrepancy between the students' reading and spelling ages and their chronological ages, it would appear as if they are below the required norm by approximately four years. From the responses of the questionnaires it was apparent that a high premium was attached to competence in reading and spelling skills.
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Guan, Shih-ying, and 管世應. "The Effects of Remedial Instruction on Foreign Spouse Children''s Ability of English Word Recognition." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/99175677374446535533.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士班
95
The purpose of this study was to realize foreign spouse children’s ability of English word recognition and effects of remedial instruction for whom were underachievers on English word recognition. Besides, by way of literature induction and test administration, we also acquainted with their error patterns and some strategies we could use to be the reference of remedial instruction. The study was adopted nonequivalent control–group design in quasi-experimental design. First, 27 participants, Tao-yuan Jong Jen Elementary School fifth grades students, took a pretest to sieve out 18 word recognition underachieved students. There were both nine students in the control and experimental group to have a twelve-week remedial studying. English Word Recognition Test was the main tool used in this study. Additionally, some questionnaires edited by researcher were also adopted to be the analytic evidence. All participants took a pretest and a posttest. Finally, t-test and ANOVA were used to analyze the data. The results indicated as follows: 1. The fifth-grade foreign spouse children’s ability of English word recognition is significantly inferior to normal children in the fifth grade. 2. The main reason to effect the fifth-grade foreign spouse children on ability of English word recognition is the number of years for studying English. 3. Among the foreign spouse children’s error patterns of English word recognition, the proportion is near to the normal children. However, they cause more unknown phoneme and semantic errors. 4. As a whole, English word recognition strategies are helpful to advance the foreign spouse children’s ability of English word recognition. In theses strategies, such as image mnemonics, repetition, using multi-media, look-and-say, key words, roots, and phonics are much better than other ones. 5. According to the test, there are significance on the experimental group between the pretest and posttest. Nevertheless, there are no significance on the control group. Besides, there are no significant difference between the control and experimental group. According to the research results above, suggestions were provided for teachers and follow-up researcher in the administrative support, teaching process, test and further research.
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HUANG, SHU-WEN, and 黃淑紋. "The Effects of Multimedia Storybook Teaching on English Word Recognition Ability and World Cultural Knowledge." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/66923925193094454897.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
105
This 11-week quasi-experimental study aims to investigate the effects of the picture book instruction through multimedia on 4th graders’ English word recognition and world cultural knowledge. Forty-two 4th graders from two classes in an elementary school in New Taipei City participated in this study, serving as the experimental group and the control group respectively. The former received picture book instruction through multimedia, and the latter received the conventional picture book instruction forty minutes a week for 11 weeks. Data required for the study were collected through the pre- and posttests of word recognition and world cultural knowledge, as well as a feedback questionnaire and analyzed with descriptive statistics, frequency distribution, percentage counting, paired sample and independent t-tests. The study results reveal that both groups made significant progress in word recognition and world cultural knowledge respectively, while their results did not reach significant differences, which implies that, in addition to the conventional picture book instruction, the picture book instruction via multimedia is an alternative way to promote EFL 4th graders’ English word recognition and world cultural knowledge effectively. Moreover, the experimental group highly evaluated the instruction and held positive attitude toward it. Finally, based on the results of this study, some suggestions for English teaching and further studies are provided.
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Xuan, Su Rou, and 蘇柔軒. "The Study of Improvement the Spelling and Reading Ability and Learning Impression of Elementary School Students with YouTube English Songs." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8hh24x.
Full textAbstract:
碩士中華大學
科技管理學系
107
ABSTRACT To toward to the trend of internationalized, the students in Taiwan have to study English earlier in order to strengthen their English ability and it is also the cause for increasing the demands of learning English and overall popularization. Usually parents prefer to educate their kids to learn English before elementary school but learning time and knowledge in English don’t always directly proportional related! We also discovered that the majority of the students who are not good at fundamentally phonics spelling causes the insufficient of basic knowledge would affect the overall English learning and as a result, have low ability in terms of English learning effectiveness. In order to educate students with a fun and provide more scenario environment at the same time becoming more efficient of learning English is the main intent of this research. We have chosen an unconventional approach, Pinkfong on YouTube by using their English songs which associated with phonics spelling as a design course of research purpose of 10 weeks, 400 minutes in total to train and facilitate students’ ability to spell and read also their study morale and interest. After 10 weeks of experiment, we’ve discovered that experimental group students who were using Pinkfong phonics songs on YouTube, are far more fluent in terms of spelling, phonological awareness and reading fluency compared to control group students. This research also has a designed studying attitude chart which investigates students’ study morale and interest on the experimental group. We found out that experimental group students who were using phonics songs on YouTube to learn phonics spelling have overall willingness of learning English and better attitude towards it. Using English phonics songs to learn English has better overall recognition. The method and outcome of this research can provide a reference for relevant educational people as a tool to increase fundamental English learning and ability of spelling and reading for students. Keywords: YouTube, English Songs, Phonics, Phonological Awareness, Reading Fluency
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ＷANG, HSUN-CHIH, and 王尋芝. "The Effects of Morning Circle on Promoting 3rd Graders' Word Recognition and Basic English Writing Ability." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/w696e7.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
107
This quasi-experimental study aimed to investigate the effects of morning circle activities on promoting 3rd graders’ word recognition and basic English writing abilities. Thirty-eight participants from a public elementary school in Taipei City participated in the study, nineteen of whom served as the experimental group, and nineteen as the control group. The former received morning circle activities and the latter conducted self-reviewing. The study was conducted twice a week in the morning, each for 30 minutes and lasting for 12 weeks. Data required for this study were collected through the pre- and post-tests of word recognition, basic English writing tests, and a feedback questionnaire, which were analyzed with paired-sample t-test and independent t-test. The study results reveal that after 12-week experimental study, the experimental group significantly improved their word recognition ability in the aspects of WS-WM and WF-WM, and basic English writing ability; while the control group only made significant progress in the WS-WM correspondence. Furthermore, the experimental group showed very positive feedback on morning circle activities and thought MC not only enhanced their English proficiency but also raised their interests in learning English. Finally, based on the results, several suggestions for pedagogical implications and future studies are offered.
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Chun, Yang Man, and 楊滿春. "The Effects of Onset-rime Phonics Instruction in Teaching English Word Pronunciation and Spelling to Learning Disabilities Students in Junior High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/85753996747927606588.
Full textAbstract:
碩士國立彰化師範大學
特殊教育學系所
99
The purpose of this study is to explore the effects of onset-rime phonics instruction in teaching English vocabulary pronunciation and spelling to three learning disabilities students in junior high school. The multiple probe design across subjects was used in this study. The performance data of the subjects were gathered by English isolated word and the word embedded in the sentence of pronunciation and spelling tests designed by the researcher. The results were analyzed through visual inspection and simplified time-series analysis. The findings of this study indicated that onset-rime phonics instruction could help learning disabilities students in pronouncing and spelling isolated English word and English word embedded in the sentence. After receiving the intervention, subjects could generalize their skills to other new English words. Suggestions were offered upon the findings of the study to serve as references for future teaching or researching.
48
Hsiao, Yi-Ting, and 蕭伊婷. "The Effect of Onset-rime Phonics Instruction in Teaching English Word Pronunciation and Spelling to Students with Learning Disabilities in Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/na393r.
Full textAbstract:
碩士臺北市立大學
特殊教育學系
106
The purpose of this study was to explore the effects of onset-rime Phonics instruction in teaching English word pronunciation and spelling to students with learning disabilities in junior high school. Participants of the study were three students with learning disabilities in the junior high school resource room. The multiple probe design across subjects of single subject research was used to evaluate the effects. In this study, the independent variable was onset-rime Phonics instruction, whereas the dependent variables were learning outcomes of English word pronunciation and spelling. The performance data of the participants were gathered by English word pronunciation and spelling (generalization) tests designed by the researcher. The data were analyzed in terms of visual analysis and C statistics. The results of the study were as follows： 1.Onset-rime Phonics instruction resulted in immediate, retained and generalization effects on English word pronunciation skills by junior high school students with learning disabilities. 2.Onset-rime Phonics instruction resulted in immediate, retained and generalization effects on English word spelling skills by junior high school students with learning disabilities. According to the above results, suggestions were proposed for the teachers and future researches.
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Verdun, Victoria R. "Experimental Analyses of Peer Tutoring: Toward a Technology of Generative Learning." Thesis, 2020. https://doi.org/10.7916/d8-h43n-s696.
Full textAbstract:
Numerous studies since the 1960s have demonstrated that peer tutoring between two students is an effective teaching practice across populations and academic content areas. However, there has been limited research on peer tutoring beyond the traditional dyad format. We analyze variations of peer tutoring in a series of studies in a 3rd grade general education classroom. During the first study, we compared dyad and group peer tutoring structures for spelling acquisition with 14 participants across 2 experiments. We found that the majority of the students mastered novel words with fewer learn units during peer tutoring in dyads (i.e., lower learn units-to-criterion). However, scores on spelling post-assessments were higher following group peer tutoring conditions. Findings suggest that peer tutoring in a group may be more effective when considering post-assessment accuracy. In the second study we analyzed the effects of peer tutoring with Equivalence Based Instruction (EBI) on inference making, specifically, the emergence of eight 3-member fraction-percentage classes with 8 participants across 2 experiments. We found that participants acquired both baseline training relations during peer tutoring EBI: one directly as a tutee and one indirectly as a tutor. Following peer tutoring EBI, all participants derived the remaining 4 relations. Once participants had formed equivalence classes, they could also sort fraction stimuli, which demonstrated transfer of function. Additionally, we noted that it may be important for instructors to consider response effort for training relations when designing instruction for peer tutoring EBI due to possible adverse effects on student behaviors. Our findings suggest novel and effective means in designing pedagogy to increase learn units, select effective tutoring formats, and plan for inference making in general education classrooms.
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Wang, Ching-wen, and 王靜雯. "A Study of NKNU English Majors'' Ability to Guess Word Meaning from Context and its Relationship to Reading Proficiency." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/48427681546732615492.
Full textAbstract:
碩士國立高雄師範大學
教育學系
83
The study aims to investigate students'' ability to guess word meaning from context and the relationship of this ability to reading proficiency. The subjects of this study were 197 senior, junior and freshman students of the English Department at NKNU. The major instrument used was a word-in-context test, divided into two parts: intra- and trans-sentence context section, with two categories of context clues incorporated in the test items. The students were asked to write in Chinese the meaning of the underlined word (a nonsense word) in each item under two experimental conditions: without and with a possible-unfamiliar-word list.