Transcript 下載/瀏覽

From CVC to CVVC
(Contrastive analy sis)
老師:鍾榮富教授
學生:李雅玲
N94C0008
Overview of the study
• Motivation
• Literature review
-- Phonemic Awareness
-- Phonics
-- Phonics Instruction
•
•
•
•
The reason of the research
Methodology
Results
Conclusions
Motivation
• My first encounter with phonics
--- b, b, b, /b/ /b/ /b/, bat,
What are they doing ?
• The experiences in teaching phonics
--- in a private language school
--- in an elementary school
Literature Review
• Phonemic Awareness
--- ” Phonemic awareness is recognizing
sounds with words. Phonemic awareness
is the official name given for oral language
and auditory discrimination skills you
probably practiced and sharpened in your
own childhood.” Hildi (1997, p 4)
Literature Review
• Phonemic Awareness
--- “ The purpose of developing children’s
phonemic awareness is to give children
these linguistic insights on which a
productive understanding of the alphabetic
principle depends.”( Adams, Foorman,
Lundberg & Beeler, 1998, p.92)
Literature Review
• Phonemic Awareness
--- “ phonemic awareness is the ability to
hear when words start with the same
sound. Once children can distinguish
when words begin alike, they can begin to
learn which letters make which sounds.”
Patricia M. Cunningham, Sharon W.
[Moore, James W. Cunningham and David
W. Moore ( 2000)]
Literature Review
• Phonics
--- “ phonics refers to instruction in the
sound-letter relationship used in reading
and writing. It involves an understanding of
the alphabetic principle (that is, there is a
relation between spoken sounds and
letters or combinations of letters) on which
the English language is based and a
knowledge of the sounds associated with
a particular letter or combination.
Strickland (1998, p5)
Literature Review
• Phonics
--- phonics is a method in which basic
phonetics, the study of human speech
sounds, is used to teach beginning
reading.” Baer (1991, p.121)
---“ the purpose of phonics is to assist
children is systematically decoding words
that unknown to them by teaching them
the relationship that exist between letters
and speech sounds.” ( Baer, p.3)
Literature Review
• Why do we teach phonics?
Hempenstall (2004) explained that phonics
plays a role in a literacy program can be
the foundation of a building. It indicated
the importance of phonics in learning to
read.
Literature Review
• Phonics Instruction
---“ The purpose of phonics instruction is
to teach beginning readers that printed
letters and letter-combinations represent
speech sounds heard in words. ”
Heilman (1993, p.1)
Literature Review
• Phonics Instruction
--- “ for children learning to read English,
phonics instruction unlocks a large
proportion of the system of English
orthography”
Mesmer and Griffith (2005, p.367)
Literature Review
• Phonics Instruction
Essentially, there are two approaches in
phonics teaching --- implicit and explicit
phonics instruction.
--- “ in an explicit ( synthetic ) program,
students will learn the associations
between the letters and their sounds”
Hempenstall (2001, p.1)
Literature Review
• Phonics Instruction
Implicit phonics instruction, which also
known as analytic program.
---“ it signifies the analysis of the whole
world to its parts can analysis only
necessary when a child cannot read it as a
whole word”
Hempenstall (2001, p.1)
Literature Review
• Implicit phonics instruction
--- Students are expected to absorb the
required information from the words
structure, merely from presentation
of similar sounding words.
Literature Review
• Phonics Instruction
“ the concordance among the studies
reviewed was that early, direct, systematic,
and explicit instruction in phonics resulted
in better beginning reading achievement”
Lee (2005, p.14)
Literature Review
• According to Chen’s study(2002), she
concluded that phonological decoding
training was effective in word cognition
skills for EFL children in Taiwan.
Reason of the research
• Many researchers assert the importance
of phonological decoding training in
beginning reading and much evidence
showed that phonological decoding
training helped learners in studying
English.
Reason of the research
• But according to what I’ve read so far,
many researchers focused on CVC
pattern learning. Seldom of them
discussed the learning of CVVC
pattern.
Reasons of the research
• So I plan to discuss the decoding of
CVVC pattern. After letter-sound
training, the students know how to decode
short vowel words—like cat in c-a-t.
Research Questions
• When they begin to learn long vowel
sounds – like boat in b-oa-t, can they
decode it correctly?
• If the CVC decoding training will affect the
decoding of CVVC pattern ?
How ?
How long ?
Methodology
• Subject
--- 8 students in private language school.
3 of them are in fifth grade, 3 in fourth
grade and 2 in second grade.
They have learned English for 7 months.
They can decode CVC and
VC items.
Methodology
• instrument ---reading list
goat
loaf
road
coat
toad
boat
float
bone
home rose
rope
nose
cone
blow
flow
show
low
snow
row
Methodology
• instrument ---reading list
1.I can row a boat.
2.Mom is not at home.
3.The fox got a bone.
4.Dad has a big box.
Methodology
• Teaching schedule
(15-20 minutes, 2 times for a week)
Day 1
Day 2
Day 3
Day 4
Introduce o_e, oa,
Introduce ow, oe
Practice
Practice
Day 5
Day 6
Oral test ( sound it out)
Oral test VCV, VCCV
Day 7
Sentences Practice
Day 8
Sentences Test
Methodology
• Procedures
Teaching
Practice
Test
Results
• Word sounding (n=8)
coat
low
home
doe
bowl
right
8
8
8
8
6
wrong
0
0
0
0
2
Results
• Word sounding (n=8)
goat
row
hose
foe
Boat
right
8
8
8
8
7
wrong
0
0
0
0
1
Results
• Word sounding (n=8)
pot
boat
sock
blow
Foe
right
6
5
5
8
7
wrong
2
3
3
0
1
Results
• Word sounding (n=8)
rose
hot
rod
home
Coat
right
8
7
3
7
7
wrong
0
1
5
1
1
Results
• Word reading comparison (n=8)
cvvc
cvvc+cvc
No mistakes 5
1
1 mistake
2
3
2 mistakes
1
2
6 mistakes
0
2
Results
• Sentence reading
--- 3 students made no mistakes
--- 1 made 1 mistake (got)
--- 1 made 2 mistakes (got, not)
--- 1 made 3 mistakes (row, boat, at)
--- 1 made 7 mistakes
(boat, mom, not, home, fox, dad, box)
--- 1 dropped out
Results
• Word sorting
--- got, rose, box, boat, lock, blow, doe
road, bow, job
• 3 students made no mistakes
• 2 students made 2 mistakes (long vowel)
• 1 student totally didn’t know what to do
• 1 students were absent that day
Conclusions
• Practice makes perfect.
--- long o
--- long a (3 weeks later)
• CVC learning experience affected CVVC
learning.
• The performance of the students can be
predicted.
Thank You