The Effects of Balanced Reading Instruction on Elementary School Fourth Graders’ English Word Recognition and Reading Attitudes
碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 99 === The study aimed to investigate the effects of implementing Balanced reading instruction on research subjects’ English word recognition and reading attitude. In this quasi-experimental study, one hundred and forty-nine fourth graders at an elementary sch...
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| Format: | Others |
| Language: | zh-TW |
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2011
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| Online Access: | http://ndltd.ncl.edu.tw/handle/52533748377735119942 |
| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 99 === The study aimed to investigate the effects of implementing Balanced reading instruction on research subjects’ English word recognition and reading attitude. In this quasi-experimental study, one hundred and forty-nine fourth graders at an elementary school in New Taipei City were selected as the experimental group and controlled group. The experimental group received the twelve-week balanced reading instruction , while the controlled group did not. The design of this study was “pretest-posttest nonequival group design.” The data were collected through English word recognition test and the English reading attitude questionnaire and were analyzed with Independent-Samples t-test and Paired-Sample t-test.
The results show that the experimental group performed significantly better than the controlled group in the English word recognition test and the English reading attitude questionnaire. Also, the difference between the pretest and the posttest of both the English word recognition test and the English reading attitude questionnaire of the experimental group reached significance, while only the former of the controlled group reached significance. The statistics results suggest that implementing balanced reading instruction imposts significant effects no fourth graders’ English word recognition and their English reading attitude.
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