EFFECTS OF AN INTEGRATED READING-WRITING PROJECT WITH PICTURE BOOKS ON ENGLISH LITERACY DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS

• Main Authors: Ya-hui Hung, 洪雅惠
• Other Authors: Ming-Tzu Liao
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/08525163560159575481

碩士 === 國立高雄師範大學 === 英語學系 === 96 === The purpose of the present study is to investigate the effects of an integrated reading-writing project with picture books (IRWP) on English literacy development of elementary school students. The effects of the IRWP on students’ literacy performance, and on the students’ attitudes toward and competence in English reading and writing are examined. In addition, the students’ responses to the three selected picture books, reading aloud activities, guided writing activities, and responses to the implementation of the IRWP are explored. The subjects of this study were 55 sixth-grade students from two normally-distributed classes in Shui-Liao Elementary School of Kaohsiung County. A fifteen-week study was conducted. During the fifteen weeks, the students first took a pre-test on English reading and writing, and answered a questionnaire on their attitudes towards and competence in English reading and writing. Then, the students received the instruction of teacher’s reading stories aloud and were guided to write English paragraphs. Afterwards, the students took a post-test on English reading and writing, and answered a questionnaire on their reactions to the IRWP including their attitudes toward and competence in English reading and writing. Finally, the researcher collected and analyzed the data. Based on the data analyses, the findings of the study are summarized as follows: 1. The IRWP was effective in improving students’ English literacy performance. 2. The IRWP had a positive influence on the students’ attitudes toward and competence in English reading and writing. 3. A majority of the students showed positive responses to the three selected picture books. 4. Most of the students had positive responses to the reading aloud activities in the IRWP. 5. Most of the students responded positively to the guided writing activities in the IRWP. 6. Up to 83.7% of the students expressed that they liked the IRWP. According to the results of the study, the researcher proposed four pedagogical implications for elementary English teachers: 1. English teachers can implement an integrated reading-writing project with children’s literature to improve students’ literacy performance. 2. English teachers can adopt English picture books as teaching materials to arouse students’ interest in learning English. 3. English teachers should adopt appropriate activities of pre-reading, while-reading, and after-reading when reading stories to students. 4. English teachers should guide students to learn English writing through the process approach.