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Dissertations / Theses on the topic 'Oral instruction'
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Mooneyham, John C. "Oral Language Development Workshops." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5923.
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Dwyer, Edward J., and S. Bain. "Fostering Good Oral Reading." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3339.
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McLeod, Kristen. "Instructional effectiveness versus efficiency : a comparison of three types of corrective feedback for oral reading fluency instruction." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1172778187.
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Campbell, Robin. "Oral reading and teacher instruction : the development of oral reading in two young beginning readers and the effects of instruction upon that reading." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10020160/.
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Merrill, Trish. "A Comparison of Curriculum Based Measures of Oral Reading Fluency." Thesis, University of Southern Maine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838430.
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Curriculum Based Measurements (CBM) are a widely-used tool for Response to Intervention (RTI) progress monitoring. In addition, they can be used in the determination of learning disabilities and special education qualification. The most widely used type of CBM is a measure of oral reading fluency (ORF). This type involves having a student read out loud for 1 minute while the examiner records any errors. Also known as reading curriculum-based measures (RCBM), various published forms of RCBM have been documented to be reliable and valid measures of all aspects of reading skills. Nonetheless, not all RCBM forms are the same, and the differences in features across published versions could affect student scores. This study examined the textual composition of three different published versions of RCBM probes to determine passage similarity and difficulty. The study also examined the consistency in student reading levels across the RCBM passage sets. A total of 202 students completed three passages from each of the selected probe sets for a total of nine passages each. Results indicated that all RCBM passages were correlated with each other and with a statewide assessment of reading. Mixed results were obtained when analyzing correlations between RCBM and a computer administered universal screening measure in reading. Significant differences were found in the overall number of words read correctly, dependent on the passage set. Significant differences were also noted in the number of students identified as at-risk of reading difficulties or in need of reading intervention based on each of the RCBM passage sets as compared to other standardized tests of reading. Regarding the textual composition of the three versions, passage sets appeared similar when similar length passages were compared, however, descriptive statistics suggested that passage level difficulty may vary depending on the passage within the set.
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Elder, Sharon M. Brabham Edna R. Greene. "Comprehension strategy instruction with teacher read alouds for first graders." Auburn, Ala., 2006. http://hdl.handle.net/10415/1292.
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Harris, Linda Kay 1966. "First grade children's oral and written retellings." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291885.
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This study addressed four questions about first graders' oral and written retellings. First, how did their retellings change over the period of one school year? Second, how did their own written and oral retellings of the same text compare and contrast? Third, did written retellings influence oral retellings? Fourth, did oral retellings influence written retellings? The retellings were scored using a holistic measure. Twelve students in the same first grade classroom participated in this study. The students were ranked based on teacher observation and were placed in experimental groups. The groups contained a heterogeneous mix of students, and were similar to each other. The first graders' oral and written retellings improved over the school year. Their oral retellings consistently scored higher than their written retellings. However, the evidence from this study does not indicate an influence of either written retellings on oral retellings or oral retellings on written retellings.
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Grace, Columbus Michael. "A case study of African American students' engagement responses to oral-based literacy instruction: The Oral Narrative Engagement (ONE) approach." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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George, May. "Teacher Scaffolding of Oral Language Production." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145738.
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This research involved two observational studies. It explored the scaffolding processes as part of classroom pedagogy. The research shed light on the way a teacher's instructional methodology took shape in the classroom. The target event for this study was the time in which a novice learner was engaged publically in uttering a sentence in Arabic in response to a task posed by the teacher. The central question was: What does the teacher do to assist and support this interactive sentence production process? It was decided to label this assistance and support as "scaffolding," i.e., temporary support to help a learner accomplish a challenging task slightly beyond his or her current level of proficiency. The research involved detailed descriptions and analysis of videotaped classroom episodes conducted in first-year Arabic language classrooms at a private liberal arts college during a three-month period. A central finding in this study was that oral Arabic sentence production was achieved through several related steps. These steps involved providing the students a pattern to follow, subsequently removing the pattern, and asking the students to produce sentences after explaining the grammatical rules. The teachers differed in the extent to which they launched models and patterns for students to follow.
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Ogawa, Yoshimasa. "Oral Repetition Tasks and the Acquisition of Lexical Phrases in Communicative EFL Instruction." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/136533.
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CITE/Language ArtsEd.D.
This is a mixed-methods study investigating the effects of oral repetition tasks on Japanese students' use of lexcial phrases in communicative EFL instruction. The quantitative study showed that oral repetition facilitated the students' short-term memory of target lexical phrases but it did not translate into their long-term memory or use of the phrases. The qualitative study indicated that the participants perceived interpersonal conversations and small-group discussions in English as enjoyable and useful activities.
Temple University--Theses
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Strecker, Susan Keehn. "The effects of instruction and practice through readers theater on young readers' oral reading fluency /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Banks, Michelle L. "Instructional Practices To Support Oral Language In Young Learners." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594121750823262.
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Aaron, Rebecca. "The Influence of Online English Language Instruction on ESL Learners' Fluency Development." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6579.
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The number of students participating in online-based instruction has grown steadily over the past decade as improvements in Internet availability, speed, and bandwidth have enabled students from around the world to enroll in online courses rather than participate in onsite traditional college courses. Online courses have also provided educational opportunities for language learners that are more convenient and cost effective. With the growth occurring in online instruction, it is critical to ask about the effectiveness of online English language learning. Even though this type of instructional medium has been available for more than a decade, there has been little empirical research documenting the linguistic changes of English language learners as most research has focused on curriculum development or the structure of such courses (Moore and Kearsly, 2005 & Vai & Sosulski, 2011). Moreover, online language courses that have evaluated language development have focused on skills such as reading, writing, and listening (Blake, 2008). In order to investigate the benefits of English language courses taught completely online and the oral fluency gains that learners make within such a course, this study analyzed audio samples produced by intermediate level ESL students during the initial and final speaking tasks of the course. Instruction utilized asynchronous and synchronous interactions between the teacher, tutor, and fellow students. Results showed that fluency features for learners did change over the course of 14 weeks of instruction, and that learners valued the interaction that they had with tutors and faculty during the course.
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Burk, Tamara Louise. "Faculty instructional development and oral communication in freshman seminars at the College of William and Mary." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1550154032.
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Anhalt, Cynthia Oropesa 1965. "First grade bilingual children's Spanish and English oral story retellings." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278207.
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This study addressed four questions about bilingual first graders' Spanish and English retellings. First, how do their retellings change over the period of one school year? Second, how do their own Spanish and English retellings of the same story compare and contrast? Third, do English retellings influence Spanish retellings? Fourth, do Spanish retellings influence English retellings? The retellings were scored using a holistic measure. Nine bilingual first grade students were placed in two experimental groups based on teacher observation. The groups were comprised of a heterogenous mix of students and were similar to each other. The first graders' Spanish and English retellings improved over the school year. Their Spanish retellings consistently scored higher than their English retellings. The findings did not indicate an influence of Spanish retellings on English retellings. There was no influence of English retellings on Spanish retellings, except in one domain of the measure used.
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Zaytseva, Victoria. "Vocabulary acquisition in study abroad and formal instruction: an investigation on oral and written lexical development." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/387120.
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The present study investigates the impact of two different consecutive learning contexts, formal instruction (FI) at home and a 3-month stay abroad (SA), on second language (L2) vocabulary acquisition in oral and written production. Data were obtained from a group of 30 Catalan/Spanish advanced learners of English before and after each learning period by means of an oral interview and a written composition. These samples were analyzed in terms of quantitative lexical proficiency measures in the domains of fluency, density, diversity, sophistication and accuracy, and through qualitative native-like selections. Baseline data from 29 native speakers of English, elicited through the same tasks, were also used for comparison purposes. Results reveal that SA is particularly beneficial for written productive vocabulary, and less so for oral, and that progress occurs especially in lexical fluency and diversity. FI, in contrast, shows a modest effect on the improvement of oral productive vocabulary and affects namely lexical sophistication. Furthermore, initial level of vocabulary knowledge is found to be a significant predictor of gains.Aquest estudi investiga l'impacte de dos contextos d'aprenentatge consecutius diferents, el de la instrucció formal al país d'origen i l'estada de 3 mesos a l'estranger, en l'adquisició de vocabulari de la segona llengua (L2) a la producció oral i escrita. Les dades s'han obtingut d'un grup de 30 estudiants bilingües català/castellà aprenents avançats d'anglès, abans i després de cada període d'aprenentatge mitjançant una entrevista oral i una redacció escrita. Aquestes mostres s'han analitzat amb mesures quatitatives de proficiència lèxica en les àrees de fluïdesa, densitat, diversitat, sofisticació i correcció, i també a través d'una anàlisi qualitativa de la idiomaticitat en la L2. Igualment, s'han recollit dades de 29 nadius d'anglès a efectes comparatius. Els resultats revelen que l'estada a l'estranger té un efecte de millora en el desenvolupament del vocabulari productiu escrit, però no tant en el vocabulari productiu oral, i afecta sobretot la fluïdesxa i diversitat lèxiques. El període d'instrucció formal, al contrari, té un efecte moderat en la millora de vocabulari productiu oral i és més notable en la sofisticació lèxica. També es troba que el nivell inicial de competència lèxica explica en gran part els guanys obtinguts.
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Specht, André Luís. "The impact of strategic planning instruction on learner's accurate oral performance of english as a foreign language." reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/123311.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2014.Made available in DSpace on 2014-08-06T18:04:01Z (GMT). No. of bitstreams: 1 326462.pdf: 2056668 bytes, checksum: 640aedaf337881af865689377454e66a (MD5) Previous issue date: 2014
O presente estudo investigou o impacto da instrução em planejamento estratégico no desempenho oral e percepção de 6 aprendizes brasileiros de inglês como L2. Os participantes, acadêmicos de Letras-Inglês da Unicentro-PR, campus Irati, produziram três tarefas de narrativas de imagens sob três condições diferentes: (1) sem tempo para planejar; (2) com tempo para planejar; e (3) com tempo para planejar depois de sessões instrucionais sobre como planejar. Além do mais, os participantes responderam um questionário após a realização de cada tarefa com o objetivo de conhecer as suas opiniões sobre as condições e as tarefas. Análises quantitativas e qualitativas foram conduzidas para examinar o desempenho oral dos participantes na dimensão da acurácia e percepção do processo, respectivamente. No geral, as análises estatísticas revelaram que o planejamento estratégico não produziu impacto significantivo no desempenho oral dos participantes em nível de acurácia antes e depois das sessões instrucionais. Contudo, resultados estatísticos beiraram significância nas narrativas orais produzidas depois das sessões instrucionais, o que sugere um efeito positivo do planejamento estratégico e da instrução na produção oral em nível de acurácia. As análises qualitativas dos questionários pós-tarefa forneceram evidências positivas do papel da instrução em planejamento estratégico no que diz respeito à percepção dos participantes e ao uso de estratégias de aprendizagem durante o tempo para planejar. Estas descobertas podem contribuir para o campo da aquisição em L2 e ensino de língua estrangeira.
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Dembovskaya, Svetlana Borisovna. "Task-based instruction: the effect of motivational and cognitive pre-tasks on second language oral French production." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/231.
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The study investigated the effects of a motivational and cognitive pre-tasks on oral task production by intermediate and low advanced college learners of French at a large public university in the United States. The motivation and cognitive groups engaged in an information-gap group discussion task in French following brief motivationally and strategically oriented pre-tasks conducted in the participants' native language, while the control group completed the discussion task without a pre-task. In addition, all groups completed a dictation as a measure of proficiency and a post-task motivation survey.
The results of the study did not show any significant differences between the motivation, cognitive and control treatments in terms of accuracy, fluency or complexity of their speech. Possible reasons contributing to the findings are discussed and interpretations are proposed. Particularly, it is suggested that strategies for motivating students and providing cognitive support for a language task need to be coupled with focus on the task content and/or form, addressed in the target language, in order to differentially affect the fluency, accuracy, and complexity aspects of the second language speech.
At the same time, the motivation group participants reported significantly higher interest in the task, higher perception of its value, and higher perception of their own autonomy, which indicates that the motivation pre-task did positively affect their motivation in relation to the task. Interest and value subcategories of the motivation survey were particularly sensitive to differences between the groups. It is suggested that regular support and promotion of positive motivational dispositions in a language class may, in the long run, result in an observable positive effect on certain aspects of the learners' speech.
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Burnight, Brian. "Leading for Literacy| Lexia Reading Core5 and the Association with Oral Reading Fluency in Title I Schools." Thesis, University of South Dakota, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10981590.
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This study examined students utilizing a computer-aided reading intervention Lexia Reading Core5 and the correlation with oral reading fluency for grades second through fourth at nine Title I schools in a medium-sized urban characteristic Midwestern school district. The researcher design utilizes a quantitative methodology to gauge the changes in reading scores measured for students utilizing Lexia Reading Core5 when utilized as a Tier I or Tier II intervention. The change in the dependent variable of student oral reading fluency rates from fall to spring as measured by the Formative Assessment System for Teachers (FAST) specifically the Curriculum-Based Measure for Reading (CBMR) determined student growth. The 2,514 students involved in the study came from nine Title I elementary schools in the Heartland School District for students in grades second through fourth. The student population in the study has characteristics of a typical urban school district that is a minority-majority school district in addition to approximately 34% of students being English language learners, with 95.1% free and reduced lunch rates. Students are distributed equally between grade levels with each grade having approximately one-third of the sample students. Gender was 51.45% male and 48.55% female.
The study supports a correlation between time and proficiency growth using Lexia Reading Core5 and student growth in oral reading fluency as measured by the CMBR assessment growth. This study supports the use of computer aided adaptive reading instruction for students in need of a Tier I or Tier II reading intervention.
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Perry, Paul J. "Differences among subgroups in concurrent and predictive validity of timed oral reading fluency measures and informal reading inventories on performance on computer adaptive assessments of reading." Thesis, Northern Illinois University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123576.
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Recent legislation such as No Child Left Behind and the Performance Evaluation Reform Act (PERA) increasingly pressure teachers and schools to be accountable for instructional time in the form of improved test scores. As a result, students are given an increasing variety of assessments in a given school year in an attempt to measure academic growth over time. These assessments frequently occur in the form of curriculum-based measures (CBM) of oral reading fluency, informal reading inventories (IRIs), computer adaptive tests (CATs) of reading, and annual high stakes assessments of reading ability. While a review of the literature reveals a well-established relationship between CBMs, IRIs, and high stakes assessments, less empirical evidence exists that illustrates the relationship between and technical adequacy of CBMs, IRIs, and CATs of reading ability. Specifically, the current study examined the concurrent and predictive validity of CBMs and IRIs on computer adaptive assessments in students in second through fifth grade. Further, given the increasing diversity of student populations, the current study sought to examine the extent to which one's status as an English Learner or student with an Individualized Education Plan (IEP) moderates the relationships between oral reading fluency and CATs and IRIs and CATs.
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Ojwaya, Jael A. "Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218721752.
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Lindblad, Monica. "Communication Strategies in Speaking English as a Foreign Language : in the Swedish 9th grade national test setting." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10829.
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Speaking a foreign language is a major part of communicating in that language. Since LGY 69, spoken English has received the same attention in teaching as the writing of English; and in the national tests today spoken English is considered 1/5 of the test grade. However, students in many cases find it more difficult to speak English than to write it and some teachers still focus more on writing and grammar than on speaking. In this essay, I am trying to show how a group of fairly fluent students tackle the oral part of their national test and what strategies they use to overcome linguistic difficulties. In order to do so I have filmed five groups and a total number of 17 students when they do the oral part of their national tests in English in grade nine and also have the students fill out a questionnaire about the experience. The tests took place in March and April 2010. This essay shows that the most frequently used strategy is pauses, unfilled and filled, but that for other strategies the individual differences are great. It also shows that group dynamics play an important role when doing the test and students who are not able to do the test with people they normally talk to do worse in the test setting and that the performance of both boys and girls suffer when being put in mixed groups.
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Davis, Ella D. "Promoting Social Change by Increasing Oral Reading Fluency by Second Grade." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2477.
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Teaching students to read fluently has always been a national problem. At an elementary school in Louisiana, over 50% of second grade students earned at risk or at some risk ratings on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test in reading fluency from 2007 to 2009. The purpose of this project study was to determine the professional learning needs of educators for teaching oral reading fluency by investigating 2 aspects of reading proficiency: educators' perceptions of additional skills needed to increase students' fluency by second grade, and the types of professional development educators believed would assist them in improving students' fluency skills. Theories of self-efficacy, behaviorism, and automaticity formed the theoretical framework for the study. A qualitative case study approach was used that included the responses of 4 participants to an open-ended researcher-developed questionnaire, lesson plans from participants, and the researcher's journal. Participants' written responses to the questionnaire were coded and themes determined, then triangulated with their lesson plans and the researcher's journal notes. Findings showed that teachers believed the components of phonemic awareness, phonics, fluency, vocabulary, and comprehension, along with recognition of the letters of the alphabet, whole word recognition strategies, and practice, should be the focus for professional learning for teachers' collaborative learning communities, teacher study groups, and workshops as the preferred methods. Contents of the project include best practices for educators to use to increase oral reading fluency at any age, which may effect positive change with the national problem of helping persons in our society become literate by reading fluently.
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Balluch, Felicity Marie. "Early literacy instruction for first-grade students at-risk for emotional and behavioral disorders." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32603.
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Doctor of EducationDepartment of Special Education, Counseling and Student Affairs
James Teagarden
This study investigated the effectiveness of an early literacy program for first grade students classified as at-risk for emotional and behavioral disorders, who were nonresponsive to previous schoolwide interventions, and who performed in the bottom one-third of their class on a standardized reading assessment. This study, which consisted of a multiple-probe across intervention groups experimental design aimed to produce literacy and behavior results previously obtained by other well-known researchers. Results indicated growth in oral reading fluency for all five participants, in nonsense word fluency for four out of the five participants, and a decreased display of total disruptive behaviors for all. Findings reaffirm outcomes obtained in previous investigations; specifically, improved early literacy skills are concomitant with ongoing decreases in disruptive classroom behavior. Limitations are discussed and suggestions for future research are provided.
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Mntambo, Nomawabo. "A case study of oral linguistic error-treatment in second language classrooms where English is the medium of instruction." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003320.
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One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.
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Mikhail, Alexandria Kalyn. "Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287.
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Glazener, Laurie Ann. "Developing a profile to predict student response to treatment with Fast ForWord programs." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11076.
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xi, 111 p.Matching reading deficits to appropriate intervention programs is a challenge given the number of treatment options available to educators. The Fast ForWord (FFW) computerized intervention series has been marketed as a way to treat underlying causes of poor reading skill; i.e., substandard levels of basic language skill, phonemic awareness, and/or phonics application. If the programs work as claimed, then completion of Fast ForWord should improve the next reading subskill developed after phonics, oral reading fluency. Part 1 of this study involves a treatment ( n = 72) versus comparison ( n = 84) group two by two ANOVA to evaluate that hypothesis. No effect for FFW is found ( p = .84). Application of decision rules from Response to Intervention (RTI) models classifies positive changes in risk category at a greater rate for the comparison group ( n = 31) than for the FFW group ( n = 20) ( X 2 = 3.81, (1), p = .05). Pre-intervention language scores for the FFW group are compared to assist with intervention placement decisions. Differences in mean language scores are not significant ( p = .85) between the two groups [positive response ( n = 19) versus low response ( n = 57)]. In a binary logistic regression of quartile membership for language scores, no score ranges predict membership ( X 2 = 4.75, (8), p > .05). Measuring treatment effect with ORF is not recommended. The use of pre-intervention language and ORF scores below the 25th percentile as indicators of a positive change in oral reading fluency following FFW treatment also is not recommended. However, future research that considers language scores along with other curriculum-based measures of prereading skill either as pre-intervention indicators or outcome measures is recommended.
Committee in charge: Dr. Paul Yovanoff, Chair; Dr. Keith Hollenbeck, Member; Dr. Joseph Stevens, Member; Dr. Jeffery Sprague, Outside Member
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Gibson, Lenwood Jr. "The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249578049.
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Steacy, David. "Zhengyi Tianshi gao Zhao Sheng kouje The Celestial Masters of Orthodox unity gives Zhao Sheng oral instruction: a translation and analysis." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110656.
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This study translates and examines an early Daoist text called "The Celestial Master of Orthodox Unity Gives Zhao Sheng Oral Instructions," likely written in the late 4th century C.E. It attempts to understand what the writing of this particular text reveals about its political and religious circumstances, including tentative attitudes among clergy, instability for members, and general political uncertainty, all of which are viewed in light of the two Chinese theocracies to have existed. It is necessary to first establish an acceptable date of authorship in order to relate the text to the circumstances of influence. Specific attention is given to the themes most prominently developed in the text, such as Celestial Master Daoism; millenarian traditions; eremitism, and talismans and registers. Following is an original annotated translation of the text. Analysis compares this work with other Celestial Master Daoist texts, some earlier and some later than the central piece, all with similar themes, yet employing different tactics to convey their meaning.It is the hypothesis of this study that there is an implicit connection between political action and early Celestial Master Daoism that is borne out in a variety of ways, this text being one of them.La présente étude porte sur la traduction et l'examen d'un ancien texte taoïste intitulé « Le maître céleste de l'unité orthodoxe donne ses instructions orales à Zhao Sheng », lequel fut vraisemblablement rédigé vers la fin du quatrième siècle de notre ère. À plus forte raison, elle permet de mieux appréhender ce que le texte lui-même révèle à propos des circonstances politiques et religieuses ayant conduit à sa rédaction. Notamment, y sont abordées les attitudes au sein du clergé, l'instabilité de ses membres ainsi que le contexte d'incertitude politique, lesquels sont autant d'aspects interprétés à la lumière des deux régimes théocratiques chinois jadis instaurés. Afin d'établir la liaison entre ledit texte et ses influences circonstancielles, il est dans un premier temps indispensable d'établir la date et la paternité de l'œuvre. Une attention particulière sera ainsi prêtée aux principaux thèmes abordés dans le texte, à savoir la tradition taoïste des Maîtres célestes, le millénarisme, l'hermétisme, les talismans ainsi que les registres. Par la suite, le lecteur trouvera une traduction annotée inédite du texte. Le volet analytique de la traduction consiste notamment en une comparaison entre cette œuvre et les autres textes hérités des Maîtres célestes, qu'ils fussent antérieurs ou postérieurs, lesquels, bien que discutant de thèmes similaires, emploient différents moyens pour transmettre leur sens profond.L'hypothèse de cette étude est donc qu'il y avait une relation implicite entre l'action politique et la tradition taoïste des Maîtres célestes à ses débuts, une relation qui se manifestait de diverses manières, entre autres par le biais du texte au cœur de la présente enquête.
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Converse, Noelle E. "The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7305.
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This study evaluated the effect of an explicit comprehension read-aloud routine of science content on first grade students’ listening comprehension.The read-aloud routine taught the structures common in the informational text (compare, contrast, and compare-contrast) and found in first grade science big books with the goal of improving understanding of the science content. Students who received the intervention showed improvements in their ability to understand the compare-contrast text structures compared to students who were taught the same content without the routine or students who were taught typical science read-aloud content without the routine. Observations revealed that teachers who were most consistent in implementing high quality comprehension strategies during the read aloud had students who made the best gains in listening comprehension of the content, regardless of whether the teachers used explicit text the compare-contrast text structure routine.The results demonstrated that even though the instruction of the compare-contrast text structures was not necessary to produce listening comprehension of science content, the compare-contrast instruction added value to the high quality comprehension instruction for students assigned to the intervention group. The results of the study are discussed in terms of the available research on instruction of informational text structures in the early grades. Recommendations for future research are provided.
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Merlin, Adriana Maura Barboza [UNESP]. "Efeito do MEI (multiple exemplar instruction) na integração entre repertórios de ouvinte e falante em crianças com desordem do espectro da neuropatia auditiva e implante coclear." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150661.
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Estudos da parceria entre a Fonoaudiologia e Análise do Comportamento têm investigado sob quais condições de ensino implantados cocleares pré-linguais aprendem habilidades auditivas e as relações que estabelecem com a produção oral. Uma rota que permite a extensão do controle entre repertórios verbais é o Ensino por Múltiplos Exemplares (do inglês Multiple Exemplar Instruction, MEI), que tem sido pouco explorada em estudos com usuários de implante coclear. Este estudo objetivou investigar o efeito do ensino por MEI sobre a integração entre repertórios de ouvinte e falante em crianças com Desordem do Espectro da Neuropatia Auditiva (DENA) e usuárias de implante coclear (IC). Participaram três crianças com 6 anos de idade, uma do sexo feminino e duas do sexo masculino, com o diagnóstico de DENA e um quadro de perda auditiva severa-profunda, bilateral e pré-lingual. Todos os participantes usavam implante coclear uni ou bilateral, frequentavam o ensino regular e recebiam atendimento multidisciplinar no follow-up do serviço de implante coclear. Os participantes apresentavam maturidade intelectual típica e reconhecimento auditivo inferior à idade cronológica, aferidos pela Escala Colúmbia de Maturidade Intelectual e o Peabody Picture Vocabulary Test (PPVT-4R). Foram adotados estímulos auditivos e figuras que corresponderam às palavras (substantivos) e sentenças de dois termos (substantivos+adjetivos), que foram convencionais (para GABI e SOZA) e não convencionais (para DOZA). O estudo empregou um delineamento de sondas múltiplas e foi composto por sondas e ensino. As sondas foram intercaladas com o ensino e avaliaram as relações de discriminação condicional auditivo-visual, de tato e de ecoico para os estímulos de todas as unidades. O ensino foi organizado em duas unidades e cada unidade tinha dois passos; no passo 1, eram ensinadas relações verbais envolvendo apenas substantivos; no passo 2, substantivos+adjetivos. Os blocos de ensino foram estruturados por MEI e apresentavam de maneira rotativa as tarefas de ecoico, de ouvir baseado em seleção (discriminação condicional auditiva-visual) e de tato. Na primeira sonda (pré-teste), os participantes apresentaram desempenhos de ouvinte com variabilidade (100% de acertos para GABI, 60% para SOZA e nulo para DOZA) e os desempenhos de falante foram discrepantes, com porcentagem de acertos nos desempenhos de falante superior ou inferior ao de ouvinte. Os números de sessões variaram entre os participantes, até atingirem a maior porcentagem de acertos nas tarefas de ouvinte e de falante. Ainda que o repertório de ouvinte fosse mais preciso e aprendido primeiro, todos aumentaram a porcentagem de acertos nos desempenhos de falante que ficaram próximos aos de ouvinte após o ensino. Nas sondas que sucederam o ensino com substantivos, GABI e SOZA mantiveram os desempenhos em ouvir e falar e demonstraram a extensão de controle dos estímulos do Passo 1 (substantivo) para o Passo 2 (substantivo+adjetivo), mesmo que ainda não tivesse sido diretamente ensinado. Discute-se o potencial do uso clínico do MEI no estabelecimento, integração e extensão dos repertórios de ouvinte e falante em crianças com DENA e IC.
Studies of the partnership between Speech-Language Pathology and Behavioral Analysis have investigated under which teaching conditions that pre-lingual implanted cochlear learn listening skills and the relations that establish with oral production. A route that can be to promote the extension of control between verbal repertoires is designated Multiple Exemplary Instruction (MEI), which has been little explored in studies with cochlear implants users. This study aimed to investigate the effect of MEI’ teaching on the integration between listening and speaking repertoires in children with Auditory Neuropathy Spectrum Disorder (DENA) and cochlear implants users (CI). Participants were three 6-year-old children, one female and two males, with the diagnosis of DENA and a severe-profund, bilateral and pre-lingual hearing loss. All participants used a uni or bilateral cochlear implant, attended regular education and received multidisciplinary care in the follow-up of the cochlear implant service. Participants had typical intellectual maturity and auditory recognition lower the chronological age, measured by Columbia and PPVT-4R tests. Auditory stimuli and figures that corresponded to words (nouns) and sentences of two terms (nouns + adjectives) were used, which were conventional (GABI and SOZA) and nonconventional (DOZA). The study employed a multiple probe design and was composed of probes and teaching. The probes were intercalated with the teaching and evaluated the conditional auditory-visual relations, tact and echoic for the stimuli of all units. Teaching was organized into two units and each unit had two steps; in step 1, verbal relations involving only nouns were taught; in step 2, nouns + adjectives. The teaching blocks were structured by MEI and presented in a rotative way the tasks of echoic, listening based on selection (auditory-visual conditional discrimination) and tact. In the first probe (pre-test), the participants presented listener performances with variability (100% of GABI hits, 60% for SOZA and nil for DOZA) and the speaker performances were discrepant, with correct response percentage higher or lower than the listener. Participants required, an average, of eight sessions in the teaching until they achieved the highest percentage in the listening and speaking tasks. Although the listener's repertoire was more accurate and learned first, they all increased the correct response percentage in the performances of the speakers who were close to those of the listener after teaching. In the probes that succeeded teaching with nouns, GABI and SOZA maintained the listening and speaking performances and demonstrated the control extension of the stimuli from Step 1(noun) to Step 2 (noun + adjective), even though it had not yet been taught directly. The potential of the clinical use of MEI in the establishment, integration and extension of the listener and speaker repertoires in children with DENA and CI is discussed.
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Moorehead-Carter, Yvette M. "The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3901.
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Abstract
The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students in an after school program. Participants were third graders (n = 29) who attended the singing-integrated oral reading fluency (SI ORF) intervention twice a week for eight weeks. Components of the intervention included teacher-modeling of fluent oral reading, oral support, repeated reading and singing activities from a variety of children’s literature, and individual free-time.
The adapted Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990) measured recreational, academic, and composite reading attitudes. The Qualitative Reading Inventory – 5 (QRI-5; Leslie & Caldwell, 2011) measured the following fluency components: Word Recognition in Isolation (WRI), both Correct Automatic and Total Number Correct, Word Recognition in Context (WRC), and reading rate, calculated as Words per Minute (WPM). Pretests and posttests for components of both assessments were compared using paired-samples t – tests. Data analyses of adapted ERAS mean percentage scores revealed a statistically significant decline in recreational reading attitude, no statistically significant difference in academic reading attitude, and a decline that approached significance in participants’ overall reading attitudes. QRI-5 scores revealed a statistically significant increase from pretest to posttest in WRI Correct Automatic, WRI Total Number Correct, WRC, and reading rate scores.
The after-school environment offered a viable option for SI ORF instruction and was free from restraints that can accompany high-stakes testing environments in the traditional school setting. Overall, participants were attentive and enthusiastic, particularly enjoying the singing and repeated lyrics components of the intervention.
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Vincent, Erin. "EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955.
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Luo, Shu-ru, and 羅淑如. "Effects of Oral Reading Instruction on Taiwanese EFL Primary School Students’ Oral Reading Fluency." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/00066149073524873069.
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碩士國立雲林科技大學
應用外語系碩士班
101
The purpose of this research is to investigate the effects of Oral Reading Instruction on Taiwanese EFL primary school students’ oral reading fluency. The participants of this study were 55 fourth graders of a primary school in two intact classes in Chia-Yi County, Taiwan. Students in one fourth-grade class, were assigned as the experimental group, and received oral reading instruction in English for 16 weeks two classes per week, while those in the other fourth-grade class, the control group, received regular English instruction. Pretest-posttest of reading rate, reading accuracy and prosody were administered to evaluate participants’ oral reading fluency before and after the study. The T-test and Analysis of Covariance(ANCOVA) were applied to analyze the test of reading rate, reading accuracy and prosody with and without oral reading instruction after 16-week experiment. Survey and interview were conducted to understand participants’ feedback on the implementation of oral reading instruction. The results indicated that oral reading instruction was generally effective in helping most of the EFL primary school students improve their oral reading fluency in this study. Moreover, most of the participants in the experiment group also showed positive attitude toward the implementation of oral reading instruction which incorporated oral reading into English classes. The researcher also provided some pedagogical implications and suggestions for English teachers or educators in the study for their references. Keywords: oral reading, oral reading fluency, reading rate, reading accuracy, prosody, grade level
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Lai, Chin-Hsuan, and 賴瑾萱. "Design and Application of the Oral-reading Instruction App." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/42519312112816123656.
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碩士華梵大學
資訊管理學系碩士班
103
Due to the rapid development of information technology, multimedia and human activities are closely bonded. Information technology into teaching had become an important issue. Substantial changes occur in teacher's teaching with e-learning. To make the oral-reading instruction easier and enhance the students' learning interest, we analyze the oral-reading materials and the skills of instruction to design an APP for oral-reading instruction. In this paper, we discuss how to design an oral-reading instruction APP. The contents of this APP include seven functions: correcting pronunciation, tone exercise, demonstrating, reading guidance elements, videos watching, competition clothes, and text exercising. This APP has been used to assist the 5th grade students for learning at one elementary school in New Taipei City. This Oral-reading instruction APP combining concrete operations and demonstration can help students easy to learn the reading-related skills. It solves the teaching problems of the traditional oral-reading teaching. The experimental results have shown that this APP can raise the students' interest and to enhance their reading skills in oral-reading education.
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張美婷. "Designing a Beginning-Level (A2) Oral Instruction Textbook for Indonesian Learners." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/71648875778660396411.
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碩士國立臺灣師範大學
華語文教學系
101
The object of this study is National Overseas Chinese Experimental Senior High School. The purpose of this study is to prepare teaching materials for Indonesian students to hone their speaking skills. Selecting from Chinese learning materials available in today's market, how do learners choose the ones that meet their needs? What are the primary criteria for the content and preparation of Indonesian versions of Chinese textbooks? What characteristics do Indonesian students have and what kinds of teaching materials best suit them? What kind of instructional design and teaching techniques should be used when teaching beginning-level Indonesian students to enhance their spoken Chinese? Based on the aforementioned research questions, this research will focus on three aspects: 1) Textbook principles that comply with the background of Indonesian students： 2) Indonesian students' learning characteristics： 3) Syllabus and techniques that comply with beginning-level Indonesia students. For the needs analysis, this research reviewed literature, analyzed textbooks, and conducted interviews. I classified the designed teaching materials into four major principles: Communication, level of attraction, task-orientation, and major principles. In addition, ideal teaching materials need to accommodate to teaching methods, instructional design theories, and students' learning techniques. With the intention of steering away from traditional teaching methods, this research adopted the following approaches: Audiolingual Approach, Communicative Approach, Task-Based Instruction, and Student-Centered Approach. In addition, this research also classified teaching techniques into four groups: language drills, group work, task completion, and sharing of ideas.
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Chen, Shu-chun, and 陳淑君. "The Study of Oral-Reading Instruction on Verbal Expression and Reading Comprehension." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/90027121106514332502.
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碩士國立臺南大學
國語文學系碩士班
100
The study aimed to investigate the effects of oral-reading instruction on elementary school students’ verbal expression and reading comprehension. There were 30 students of an elementary school in Yunlin involved in this experiment.In accordance with the fifth grade language subjects,students were randomly assigned to experimental and control groups for a period of 20 weeks,five sessions per week,40 minutes per session of Mandarin-language teaching. In addition to five sessions per week in the Mandarin language teaching, the difference of the two groups is: teacher carried out oral-reading instruction in the societies time in the experimental group, the control group students do not to be limited.During the implementation of a semester of oral-reading instruction, the teacher explores the efforts on oral-reading instructionof verbal expression and reading comprehension through the test tool: one minute reading fluency, two minutes reading, the cloze optional test, the context to understand the tests. The results of between-group comparison showed that there is no significant difference between the experimental and control groups in optional tests in the cloze context and the context to understand the tests. But the progress of the experimental group was better than the control group in one minute reading fluency and two minutes reading ability by the average scores. This shows that oral-reading instruction can increase the performance of talking in the form and the fluency of word recognition,and enhance students'' the ability of verbal expression and reading comprehension.
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CHEN, SIOU-LING, and 陳秀菱. "A Study on the Effects of Oral Scaffolding Instruction with Board Game on Oral Expression for Elementary with Intellectual Disability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/27687325432976340383.
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碩士國立臺北教育大學
特殊教育學系碩士班
104
The purpose of this study was to explore the learning effects on oral expression of students with intellectual disabilities by oral scaffolding instruction with board game. The subjects were three students with intellectual disabilities from an elementary school. The multiple probe design across subjects from the single subject experimental design was used to evaluate the effects. The independent variable was using oral scaffolding instruction with board game, and the dependent variables were numbers of total words, numbers of different words, numbers of total sentances and mean length of utterance. The language samples were collected and analyzed by using visual analysis and simplified time-series analysis to elucidate the instant learning effects and maintenance effects. The findings of this study were as follows: 1. The oral scaffolding instruction with board game could improve and maintain the performance of students with intellectual disabilities in the oral expressive of “numbers of total words”. 2. The oral scaffolding instruction with board game could improve and maintain the performance of students with intellectual disabilities in the oral expressive of “numbers of different words”. 3. The oral scaffolding instruction with board game could improve and maintain the performance of students with intellectual disabilities in the oral expressive of “numbers of sentances”. 4. The oral scaffolding instruction with board game could maintain the performance of students with intellectual disabilities in the oral expressive of “mean length of utterance”,but three students showed different levels of instant effects.
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Kuo, Ming-Yi Michelle, and 郭銘宜. "The Effects of Preliminary Phonics Instruction on EFL Fifth-Graders' Oral Reading Performance." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/18741932945508135625.
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碩士靜宜大學
英國語文學系
100
Phonics instruction is an important component to early reading instruction (Blevins, 2006). Through phonics instruction, children are able to decode words and improve in word recognition. The purpose of this study was to investigate the effects of implementing phonics instruction with songs and chants and nursery rhymes on EFL middle and low achievers’ oral reading skills, which included phonemic and phonological awareness and progress, and sight words reading in an elementary school in Taiwan. Phonemic awareness included syllable segmentation, rhyme recognition, and oral blending. Phonological awareness included consonant-vowel-consonant (CVC) nonsense words and digraphs and blends. Sight words refer to the high-frequency words. The participants in this study were thirty11-year-old fifth-grade students who did not attend any English cram schools after class from an elementary school in Taichung City. In other words, all of them were considered middle or low achievers in English academically. That is, based on their previous English examination at school, the middle achievers received the scores between 60 to 75 while the low achievers received the scores below 60. There was a sixteen-week intervention of phonics instruction on the participants. Each week two 40-minute classes were given, with a total of 32 classes. The study utilized both quantitative and qualitative research methods for data collection and analysis. Quantitative data were collected through pretests and posttests of phonics and sight words assessment and analyzed using the t-test for comparing the test scores. Based on the t-test results, the participants’ phonemic awareness, phonological awareness, and sight words reading were found to have a significant difference between the pre- and posttests. Furthermore, in order to have a more in-depth understanding about the participants’ perceptions of their phonics learning in English Oral Reading Club (EORC hereafter), a four-point Likert scale survey questionnaire was administered after the implementation of their phonics learning. From the Questionnaire data, the participants had a moderate level of interest/enjoyment and perceived competence. Furthermore, they highly valued the usefulness of the EORC. Qualitative data were collected through semi-structured focus group interviews with the participants after the implementation. Interview results also showed that the phonics instruction with songs, chants, and nursery rhymes has improved the participants’ phonemic and phonological awareness as well as their sight words reading ability. Finally, the researcher provided limitations of the study as well as the implications for the instructors, policy makers, publishers, and EFL students. Moreover, suggestions for future research were proposed. Key Words: Phonics Instruction, Phonemic Awareness, Phonological Awareness,EFL Middle or Low Achievers, Sight Words Reading
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Tien, Hsiao-i., and 田孝一. "The Effectiveness of Focus-on-Form Instruction in Facilitating Accuracy in Oral Performance." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/38326r.
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碩士東海大學
外國語文學系
102
Long (1988) proposed focus-on-form (FonF) instruction as a balanced combination of conveying meaning and noticing form simultaneously during authentic communicative activities. His proposal was based on the observation of the advantage of instructed learning over uninstructed learning and in view of counter-productive effect of instruction built around isolated linguistics forms. Although FonF instruction has been widely accepted and adopted, it has provoked controversies over its effectiveness in terms of gains on accuracy because of the theoretical limitations of the input processing capacity. Some researchers (Poole, 2005a; Sheen, 2003) even urged a careful second thought on the implementation of this type of instruction in English teaching classrooms worldwide. The purpose of this research study aimed to examine the effectiveness of focus-on-form instruction on the participants’ performance of oral accuracy. Moreover, this study also highlighted the comparisons on the contribution of input enhancement and explicit grammar instruction on the growth of accurate oral usage of the target grammatical form, the English comparatives. The participants of this experimental research were three intact classes of elementary school students (N=97) in grade 4. They were randomly assigned as Group A, B and C. Groups A and B both received focus-on-form instruction at the first stage of the treatment in addition to their regular English classes. Then, Group A was given input enhancement while Group B, explicit grammar instruction. Group C served as the control group that received regular English classes only. All the individual students took a pretest, two separated posttests and a delayed posttest in a one-on-one interview format. Each interview took approximately 5 minutes. The whole experiment process lasted for ten weeks. The paired-samples t-test, independent-samples t-test, and one-way ANOVA were utilized to analyze the test results. Analysis of accuracy gains for classroom instruction indicated that focus-on-form instruction on Groups A and B induced statistically significant improvement on the performance of the participants’ use of the target grammar form on the first posttest. Further, the two kinds of treatments on Group A and B, input enhancement in contrast to explicit grammar instruction, generated comparable contributions to focus-on-form instruction on the second posttest. The effect of instruction on both Groups A and B retained for three weeks and the results on the delayed posttest were statistically indistinguishable. Group C that received no additional instruction on the target form, however, made no significant progress throughout the experiment.
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Yu, Wen-Ni, and 游文霓. "A Study of Pop-Up Books Instruction on Third Graders’ Oral Health Learning." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/67534693711423231484.
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碩士國立臺北教育大學
數位科技設計學系(含玩具與遊戲設計碩士班)
98
In view of the early oral teaching aids and attract the attention of students, make student response not tremendously, this study aims to use self-made Pop-Up books for oral health care education, student learning expectations. Study process is this reference book for preferences on Pop-Up scopic, forming a pointer to a self-made books, homemade Pop-Up books please five experts to carry out the review after the amendment. Experimental group 27 mainly Pop-Up books teaching; a control group of 30 traditional teaching methods, by researchers. Use before and after the test, before dental plaque detection table, experimental group course satisfaction surveys, to know through the learning effectiveness of oral care after? the use of three-dimensional book increased learning satisfaction? The findings of dental plaque index analysis F value of 37.507, P values of 0.000 and less than 0.05, experimental group in before dental plaque buildup there were significant improvements, degree is greater than the control group. Paper analysis F value of 5.49, P values of 0.023 and less than 0.05, experimental group in the paper before significantly improving oral health knowledge, level is greater than the control group. Experimental group student satisfaction questionnaire, the results of boys group for course satisfaction of 167.36 ± 17.288, percentage of 92.8%; girl group for course satisfaction of 171.85 ± 10.761, percentage of 95.6%. Boys and girls group for Pop-Up books teaching satisfaction high, sex for learning satisfaction no significant difference. So using a Pop-Up books teaching mode to enhance the students ' tooth and oral hygiene knowledge of learning effectiveness, and to enhance their courses of satisfaction.
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MAY, CARMEN GRACIELA. "EFFECTS OF READING ALOUD IN ENGLISH ON THE READING ABILITY AND ATTITUDES OF SPANISH-SPEAKING CHILDREN (HISPANIC, ORAL)." 1986. https://scholarworks.umass.edu/dissertations/AAI8622696.
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The primary goals of this dissertation is to examine some of the effects of a read aloud program on the attitudes toward reading and the English reading comprehension of Spanish-speaking children in the primary grades. The first chapter provides the historical background of teaching methods in English as a second language. The chapter describes the unsteady relationship between the techniques developed for foreign and/or first language teaching and second language learning. This study poses the question of whether reading aloud, a technique widely used in English monolingual classrooms, can be transferred to the second language classroom where the conceptual, experiential, and linguistic background of the English as a second language learner is so profoundly different from that of the English monolingual learner. The effects of this transference on the second language learner's reading ability and the attitudes toward reading constitute the focus of the study. The second chapter reviews the literature in the areas of reading and bilingualism, reading aloud, and reading attitudes. The review points out two significant findings. First, it reveals that there is very little cogent research available on the topic of reading and bilingualism. Second, the literature available on reading aloud and the measurement of reading attitudes was found to focus almost exclusively on English monolingual learners rather than on second language learners. The third chapter describes the research plan, which follows an experimental design using a control group, pre- and post-testing, and t-test analysis of the responses of fifty-three Spanish-speaking students enrolled in a bilingual elementary program. The tests used were the Gates-MacGinitie Reading Test, a standardized measure, and an attitude measure adapted by the researcher. A teacher's observation checklist was also used to record students' responses to the readings. The findings of the study presented in Chapter IV a briefly summarized as follows: (1) A positive trend supporting the use of reading aloud in the ESL classroom was observed, although the findings were not statistically significant. (2) Teacher observations indicate that individual reading selections stimulated increased verbal and nonverbal student interaction during the read aloud sessions. Chapter V offers a summary of the study, the conclusions, and the recommendations for applications of the findings, improvement of the study, and possible further research.
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Huang, Mei-chien, and 黃美茜. "The Effects of Video-based Instruction on EFL Adult Learners’ Oral Ability and Motivation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/65920545144907245693.
Full textAbstract:
碩士國立雲林科技大學
應用外語系碩士班
100
This study investigated how the combination of CLT activities, adult learning as well as a curriculum built upon video materials as video-based instruction would affect EFL adult learners’ oral ability—grammar and vocabulary, pronunciation, interactive communication and global achievement; and motivation—intrinsic, self-efficacy and goal-setting. Additionally, this authentic environment experiment lasted for 3 months, meaning 24 classes. The subjects for this study were 40 participants enrolled in Spontaneous English Center. Besides, the test instruments included: motivation questionnaire and KET oral test. And the statistical analysis was conducted using the SPSS program, and the independent-sample t-test and descriptive analysis to measure and compare the effects in the experimental group and the control group. Moreover, the findings revealed differences in oral ability, and the significance in self-efficacy motivation. These findings are discussed, and the limitations and suggestions are proposed.
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Hsu, Hui-Chu, and 許惠珠. "Effects of Oral Reading Fluency Instruction on EFL Students’ Reading Comprehension and Learning Motivation." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/99958190830434661009.
Full textAbstract:
碩士雲林科技大學
應用外語系碩士班
96
The purpose of this study is to investigate the relationship between ORF and RC of vocational high school learners and examine the effects of ORF instruction on their English oral performance, reading comprehension and learning motivation. In the past decades, many studies exploring the correlation between ORF and RC and examining the effect of ORF instruction have been found significant in L1 context; however, the similar studies in Taiwan remain scant. In addition, vocational high school students have been considered to be low achievers in both silent and oral reading performance. Thus, the primary research questions raised in the present study are as follows. (1) Is there any significant correlation between vocational high school EFL students’ oral reading fluency (ORF) and their reading comprehension (RC)? (2) What are the effects of oral reading instruction on vocational high school EFL students’ oral reading fluency (ORF) and their reading comprehension (RC)? (3) What are the possible factors that affect vocational high school EFL students’ oral reading fluency (ORF) before and after the instruction? (4) Can the instruction of ORF skills increase students’ self-efficacy in English speaking? (5) Can the instruction of ORF skills reduce students’ anxiety in English speaking? In the present study, the subjects were 37 first-grade students of Comprehensive Division from a public vocational high school in Yunlin County. They received a 6-week instruction on the skills and practices of ORF. Besides, they were administered ORF tests and RC tests before and after the instruction to examine the effect of instruction. Moreover, two questionnaires were administered to them before and after the instruction to investigate the possible factors affecting the students’ English oral reading and their attitude toward the ORF instruction. The results suggested a significant correlation between ORF and RC. It also indicated a great improvement of ORF and RC after the instruction. Furthermore, it reported students'' perceptions on ORF instruction and implicated the efficacy and appropriateness of ORF instruction in English class.
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Lee, Chia-jong, and 李佳蓉. "Effects of Onset and Rime Phonics Instruction on EFL Beginners' Oral Reading and Spelling." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/96394200100307820207.
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碩士南台科技大學
應用英語系
93
ABSTRACT This study focused on the effects of Onset and Rime Phonics Instruction on EFL Beginners’ Oral Reading and Spelling. A sample of grade 2 EFL children (N = 138) was assigned to two training programs. Experimental group received individual phoneme and onset- rime awareness while the control group received only phonemes training. Data about the children’s letter name knowledge, letter sound knowledge, beginning sound test, rhyming detection, word reading and spelling were collected at the pretest and an identical set of data was collected after 20 weeks training. The independent sample t-test and the paired sample t-test were used to determine significant difference (p< .05). Children were matched on their pretest measures and their posttest results were compared. The results indicated phonics instruction that contains a highly structured training in phonemic awareness and letter-sound correspondences, without additional explicit onset-rime training, was significantly sufficient and beneficial for EFL beginners to learn to read effectively. However, both groups did not reveal significant difference on spelling.
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林怡岑. "Research on the Application of Scaffolding Instruction Strategy in oral composition for young Children." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/38831135269852154129.
Full textAbstract:
碩士臺北市立教育大學
中國語文學系
99
Research on the Application of Scaffolding Instruction Strategy in oral composition for young Children Abstract This study was designed according to the theory of oral composition, the individual - environment, social interaction writing process model, developed theoretical scaffolding oral care composition of the teaching model and explore its application in practice of mixed age classes in kindergarten oral composition effective to enhance students' oral writing ability, and based on the findings, trying to summarize the oral composition of the scaffolding teaching strategy implementation process, and analysis of learners in the learning effectiveness of the oral composition. First, the "oral composition" teaching mode of teaching and learning 1. teacher scaffolding: first use of the oral composition, can contribute to the extraction of a short-term memory of students writing topics, writing articles using the organizational structure can help children, after writing so that children can learn to imitate each other with their peers to increase vocabulary ability. 2. peer scaffolding: the oral composition in young children before, the idea of writing content that helps children, after writing to share with each other peer, and writers for feedback. 3. the activities of scaffolding situations: in the oral composition before the event, should pay attention to create a warm atmosphere, and the five senses to guide the use of observation, and arrange for the five senses can trigger a rich context, so that children and profound experience. 4. scaffolding materials: can use photos, video, picture books, brainstorming and concept map law the principle of diversity and lively, a complete description of the event to increase child care, and enhance the ability to use words to describe. Second, the oral care composition of the learning 1. enhance the ability to observe children case: In the "observation" rating dimensions, the qualitative data showed that students gradually able to use two or more senses, to describe the observed subject, and can tell thematic focus, able to use two or more different items to describe the theme, and the description of the event can be the same or different places; quantitative data show that the case of young children in the oral composition of the finished product, "observation" have encountered performance has improved, post-test performance were higher than the previous measured. 2. the ability to enhance the narrative case children: in the "Narrative" rating dimensions, the qualitative data showed that students gradually to the use of narrative structure (abstract, background, action, comment, end, and end), and narrative cohesion (before and after anaphoric relations, conjunctions, vocabulary, cohesion, ellipsis, substitution) for oral essay; quantitative data show that the case of young children in the oral composition of the finished product, "Narrative," have encountered performance has improved, post-test performance were higher than the pre-test . 3. describes the ability of children to enhance the case: the "descriptive power" rating dimensions, quantitative data show that the oral composition and the finished product in the total number of sentences has increased on the number of distinct vocabulary post-test performance were higher than the pre-test.
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Liu, Kuan-Li, and 劉冠立. "Building Oral Reading Fluency in Young EFL Learners: The Effects of Instruction through Readers Theater." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/10551168454245624297.
Full textAbstract:
碩士臺北市立教育大學
英語教學系碩士班
101
Despite the trend of incorporating readers theater instruction into reading fluency curriculum, few studies have examined the transfer effect of readers theater instruction with appropriate control groups. The present study investigated the transfer effect of readers theater instruction on promoting oral reading fluency in comparison with two control trainings (repeated reading and listening-only) among 79 EFL learners from three intact fifth-grade classes in Taipei City. Each class was randomly assigned to one of three reading fluency instructions, readers theater, repeated reading, or listening-only instruction, three times a week over 18 weeks. Five narrative curriculum-based scripts were used as training materials. Oral reading fluency was indexed by accuracy, automaticity, and prosody in one pre- and two post-training fluency tests. Results revealed that differences between the reader theater and the two control groups increased in the accuracy and automaticity measures of reading unpracticed narrative passages, though not in the measure of prosody. Analyses on low-achieving participants further showed that supplement of readers theater instruction was also beneficial to low-achieving EFL learners. Differences between low-achieving EFL learners who received readers theater instruction and those who received control trainings increased in accuracy and prosody, though not in automaticity. These findings suggest that supplement of reader theater instruction is effective in improving some dimensions of oral reading fluency performance and the beneficial effects are transferable to unpracticed materials for EFL learners in general and for low-achieving learners in particular.
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Liu, Wen-Han, and 劉文翰. "The Effects of Digital Storytelling Instruction on 6th Graders’ Learning Motivation and English Oral Proficiency." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/56077836526073538646.
Full textAbstract:
碩士國立中正大學
外國語文研究所
101
The purpose of this study was to investigate the effects of digital storytelling instruction on primary students’ learning motivation and English oral proficiency. Thirty students from a primary school in Tainan City participated in this study. Students were given pre-and post-study oral English tests and learning motivation questionnaires to compare their oral English proficiency and learning motivation before and after the storytelling project. In addition, interview data were collected to help describe and further explain their responses and difficulties during the process. There were four important findings in this study. First, the digital storytelling instruction succeeded in raising EFL students’ learning motivation. Second, the digital storytelling instruction was effective in enhancing subjects’ oral English proficiency. Third, the digital storytelling instruction enabled EFL students to speak English more freely and comfortably. Fourth, the results of the student interviews showed that, with the use of the storyboard, the process of story creation is more effective and convenient. Students indicated the empowerment of script writing and the interactions during film shooting increased their interest in the digital storytelling instruction. The processes of script writing and video editing, however, still troubled some students who needed assistance. Overall, the findings showed that digital storytelling instruction is an effective tool in teaching English to students.
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Huang, Shiu-chin, and 黃秀琴. "The Effects of the Readers-Theater-Jazz Chants Instruction on Elementary Students’ Oral Reading Fluency." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/89346018379974448819.
Full textAbstract:
碩士靜宜大學
英國語文學系研究所
98
ABSTRACT Reading fluency plays an important role in English learning. This study investigated the effect of combining Readers Theater with Jazz Chants (RT-Chants) on fourth-grade students’ oral reading fluency as well as student’s perceptions of this instruction. This study was conducted in an elementary school in Tai-Chung city, Taiwan, where English serves is taught as a foreign language and the participants were 33 fourth graders in a selected class. These participants received the RT-Chants instruction designed by the researcher. The study was implemented in two periods of class once a week for sixteen weeks. The data were collected from students’ pretests and posttest of three reading skills which include Phonemic Segmentation, Nonsense Word and Oral Reading Fluency. The design of the tests is based on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) standard assessments. Students’ perceptions of this RT-Chants instruction also collected with informal interviews. The t-test was used to analyze and compare the pretest and posttest. Findings indicated that RT-Chants instruction is beneficial in elementary English classes. Based on the t-test results, students’ oral reading fluency was found to have a significant difference between the pre- and post tests. Interview results also showed that RT-Chants has improved students’ oral reading rate. A great majority of students claimed that they felt they read more quickly and considered it beneficial to their learning. The researcher provided implications for the instructors, researchers, and policy makers, as well as limitations and suggestions for English instruction and future research are proposed.
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Zhang, Jie. "Improving English language learners' oral and written language through collaborative discussions /." 2009. 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:3363125.
Full textAbstract:
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009.Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Richard C. Anderson. Includes bibliographical references (leaves 84-91) Available on microfilm from Pro Quest Information and Learning.