The Effects of a Balanced Teaching Approach in Language Instruction on the Literacy of Lower Grade Elementary Children

• Main Authors: Chen, Meian, 陳美安
• Other Authors: Shu, Hsuwei
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/59011096100479272221

碩士 === 國立屏東教育大學 === 教育學系碩士班 === 101 === The study adopted Action Research to research the effect and influence of a balanced teaching approach in language instruction on promoting the literacy of lower grade elementary students, furthermore, to understand what problems and countermeasures might be encountered during implementing this kind of teaching. The research was based on the results of a literature review, including: structure of teaching design, composition of teaching activities, with “Comprehensive Tests of Chinese Basic Literacy”, “Rating Scales of Oral Reading Fluency” and “Tests of Chinese Reading Comprehension” as assessment tools to contrast and compare the results from pretests and posttests. At the same time, research included comparing various data such as teaching logs, students’ files, observation records, interview records, notes of reflection, discussions and dialogues between collaborative teachers on analysis and cross-validation. This was done to compare the of change or lack of change in the literacy among the pupils after using a balanced teaching approach of language. The research results are as follows: 1. The literacy and reading fluency among the pupils had been promoted. This included their basic literacy, in phrases, vocabulary and reading fluency. 2. The pupils made progress in reading comprehension. Their progress in the areas of organization, abstract thinking and being able to formulate questions increased their proficiency in both reading and writing. 3. The overall literacy among pupils in the class had been enhanced, but the individual differences were even greater. 4. All the pupils had the knowledge of reading strategy, but their procedural skills of reading strategy were still inadequate. 5. The choice of the text had some influence on the pupil’s capabilities of reading and writing, but the reading and writing experiences were better balanced by engaging in mini-class teaching. 6. Integration of reading and writing was helpful for building the pupils’ positive attitudes of reading and writing, but the process of teaching reading and writing was not balanced, and the pupils’ writing skills still needed to be strengthened. 7. The results of teaching were impacted by time, teacher’s professional capabilities and wrong beliefs. Based on discussion of the results mentioned above, concrete suggestions have been made, hoping these would be helpful in enhancing teaching skills of teachers and learning results for students. The study has also proposed further suggestions for follow-up research.