A Study of Relationship among Family Reading Environment , Chinese Phonetic Symbol Ability and Quantity of Word Recognition for Primary Grade Students in Elementary Schools
| Autor: | Ming-Chu Chiang, 江明珠 |
|---|---|
| Rok vydání: | 2015 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 103 National reading power represents the national competitiveness; hence, many countries are actively cultivating children’s reading ability, facilitating students to acquire knowledge and ability in the course of reading for sustainable learning. The importance of reading ability is obvious. Word recognition is the basis of reading comprehension. The elementary school Mandarin textbooks begin with the teaching of word recognition, which shows that word recognition plays a key role in the course of reading. Moreover, Chinese phonetic symbol is the bridge between Chinese characters and character pronunciation. In order to lay a good foundation for the word recognition ability, the ability to use Chinese phonetic symbols is also the key factor. Family is the initial place for children’s learning. Developing the habit of reading depends on parents. Therefore, this study incorporated family reading environment into the category of research. This study aims to discuss the family reading environment of elementary school primary grade students, as well as the relationship between ability to use Chinese phonetic symbols and quantity of word recognition. The subjects were 260 elementary school primary grade students in Gongguan Elementary School of Miaoli County, and their parents. A questionnaire survey and a test were conducted. The research tools included the “Questionnaire on family reading environment of elementary school primary grade students” and the “Test on quantity of word recognition evaluation”. The data were analyzed with descriptive statistics, t test, one-way ANOVA, and Pearson product-moment correlation. The findings are as follows: 1. The family reading environment of elementary school primary grade students is good, but for some students, there is a significant difference between the ability to use Chinese phonetic symbols and quantity of word recognition. 2. The family reading environment of elementary school primary grade students differs significantly due to family’s socio-economic status and family types. 3. The ability to use Chinese phonetic symbols of elementary school primary grade students differs significantly due to children’s ranking in family, family’s socio-economic status and family types. 4. The quantity of word recognition of elementary school primary grade students differs significantly due to gender and family’s socio-economic status. 5. The family reading environment of elementary school primary grade students has a significantly positive correlation with the ability to use Chinese phonetic symbols and quantity of word recognition. Based on the research results, it is suggested that parents should make good use of the method of borrowing books to enrich the family reading resources. Thus, children may be actively and willingly close to books, feeling the joy brought by reading. Aimed at primary grade students who have the difficulty in learning Chinese phonetic symbols or word recognition, it is suggested that teachers should apply the appropriate teaching strategies, combine the life experience and cooperate with the appropriate teaching materials to enhance students’ Chinese phonetic ability. Meanwhile, according to students’ word recognition ability, teachers should select appropriate out-of-class reading materials, so that students with low academic achievements can also be fond of reading to lay the foundation for learning. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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