The Eductional Effectiveness of Developing Phonetic Spelling Curriculum Based on the Principles of Direct Instruction

• Main Authors: CHOU, SHIH CHU, 周詩筑
• Other Authors: ZENG, SHI JIE
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/69423693261146412388

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 102 === Based on principles of the Direct Instruction, this study aims to develop remedial education curriculum for students experiencing difficulty while learning the Mandarin phonic symbols, commonly known as chu-yin or zhuyin. A viable way to help students with trouble learning chu-yin using the general school curriculum is additional supplemental lessons using alternative methods. The exiting literature indicates direct instruction as one of the most effective teaching methods for helping students with learning difficulties. Therefore, this study focuses on using Direct Instruction to develop an alternative curriculum for learning phonetic spelling skill. Using Siegfried Engelmann's Teach Your Child to Read in 100 Easy Lessons as reference, the lesson contents have been revised and adapted for teaching phonetic spelling skill.Testing on two kindergarten subjects, this study hypothesizes that curriculum developed using Direct Instruction can improve subjects' phonetic symbols recognition and phonetic spelling skill, as well as enhance students' learning retention and concentration.Subjects' learning responses are also recorded as a future reference for farther edits and adjustments in the curriculum. The study finds: 1. the curriculum to clearly help the two subjects' phonetic symbol recognition. 2. The curriculum to clearly help the two subjects' phonetic spelling skill. 3. The curriculum also improves subjects' learning retention. 4. They are able to remain decently concentrated during the lessons 80% of the time. The subjects' learning responses provide recommendations for curriculum revision.