| Summary: | 博士 === 國立高雄師範大學 === 教育學系 === 94 === The purpose of this study is to design ” the balanced reading instruction model for EFL students in senior high school ” and to test how this model affects students’ English word recognition abilities, English reading comprehension abilities and English reading attitude.
The subjects of this study were seventy-eight senior high school students from two 1st grade classes in Kaohsiung county. There were thirty-seven students in the experimental group, and forty-one in the control group. The design of this study was ” pretest-posttest nonequival group design ” and the duration of this study was 16 weeks. In the data collection, all subjects’ differences in the three tests ( English phonological awareness test, English word-reading test, and English reading comprehension test ) and in the reading attitude questionnaires between the pre-treatment and post-treatment were compared and analyzed quantitatively; after 3-week-delay, all subjects took the three different tests and the same questionnaire again to see whether the teaching effects are retainable or not. Additionally, after this study, some open-ended questions about students’ feelings or suggestion on balanced reading instruction were analyzed qualitatively. Based on the data analyses, the findings of this study are summarized as follows:
1. “Balanced reading instruction” can be applied to the English teaching for senior high school students.
(1) The ”whole-part-whole” teaching process could be embedded in the high school English curriculum.
(2) “Balanced reading instruction” was based on the variety of learner, teachers, curricula, and evaluation.
2. “Balanced reading instruction” was effective in enhancing the students’ word recognition abilities.
(1) “Balanced reading instruction” could help improve the students’ English phonological awareness abilities, but didn’t significantly promote their awareness ability on phoneme awareness.
(2) “Balanced reading instruction” was able to enhance students’ word-reading ability, but only have limited effect on “vowel with e” pattern.
3. “Balanced reading instruction” helped enhance students’ English reading comprehension ability.
4. “Balanced reading instruction” could improve the students’ attitude toward English reading.
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