Applications of Graphic Organizers for Teaching Elementary Students Phonics
| Autor: | Yu-Ling Tseng, 曾于綾 |
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| Rok vydání: | 2013 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 101 In the last decade, researchers of English learning have often suggested that educators’ using of phonics instructions on novice learners facilitate their reading proficiency. However, relevant studies on the systematic phonics with graphic organizers and decodable texts are comparatively fewer. Therefore, this study examined the application of graphic organizers in phonics instructions in a systematic way, and also investigated the leaners’ improvements in reading decodable texts as measured by accuracy rates and the effects across time. This study was implemented to three first and second-grade female students for 12 weeks, with totally 23 instructional hours. It was a case study involving both quantitative and qualitative analyses, in which comprised of the accuracy rates gathered from the evaluation forms, the teacher’s observations during the tutoring and the feedback from both the students and their mothers. To ensure the inter-rater reliability of the students’ readings of the decodable readers, another teacher was also involved to help evaluate accuracy rates of learners’ readings. The results of the study indicate that the students could learn phonics better with the application of graphic organizers which supported learners’ learning of phonics and reading in a systematic way. Also, the application of graphic organizers significantly improved students’ decoding skills in reading decodable readers as measured by accuracy rates. However, not all of the students’ retention of accuracy rates remained at a high level with the application of graphic organizers in reading decodable readers. In addition, the students agreed that the application of graphic organizers assisted them to learn phonics explicitly and quickly and they could read the decodable readers quickly with the use of graphic organizers. The subjects’ mothers indicated similar positive feedback and expressed that their children learned well and enjoyed their learning with the use of graphic organizers. Based on the study findings, some pedagogical implications for the application of graphic organizers in reading decodable readers can be drawn. First, systematic phonics instructions should incorporate teaching materials with decodable texts and visual organizers that can be helpful for guiding students’ learning in a meaningful and holistic way. Furthermore, learning phonics with the application of graphic organizers can contribute to learners’ improvements in their phonics learning. However, longer instructions and further studies should be conducted to verify the effects of retention. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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