An Action Research on the Balanced Reading Instruction on Elementary School Fifth Graders’ English Word Recognition and Reading Attitudes

• Main Authors: Wang, Pin-Xun, 王品薰
• Other Authors: Chen, Yang-Hsueh
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/99808623310338425892

碩士 === 國立臺南大學 === 教育學系課程與教學碩士在職專班 === 103 === ABSTRACT This study aimed to evaluate the effectiveness of balanced reading instruction, the ASSURE instructional design, and the integration of information technology on fifth-graders’English word recognition and reading attitudes. Meanwhile, through the action research approach, the researcher documented the difficulties, challenges, and coping strategies throughout the phases/trajectoroies for researchers’ own knowledge growth and professional development. The research intervention lasted for approximately twelve weeks. Participants were selected from students in the 5th grade of an elementary school in Peng-hu County, Taiwan. Teaching reflections and student data (collected via the English Literacy Questionnaire and the Reading Attitude Scale) were analyzed to evaluate the overall effectiveness of teaching and learning. Main conclusions are itemized below: 1. Balanced reading instruction effectively enhanced the fifth graders’ English recognition abilities. 2. Balanced reading instruction had a positive impact on students' reading attitudes. 3. In the course of the action research, the researcher had developed content knowledge, pedagogical knowledge, and technological knowledge through the process of reflection,evaluation, and revision. Overall, this study had helped leverage the researcher’s teaching abilities and students’ learning outcomes. Suggestions were put forward in terms of English teaching, educational administration, as well as directions for future studies.