圖像式字母拼讀教學法對於國小五年級補救教學學生在字母音認讀、音素覺識及識字能力的成效研究

黃馨儀

doi:10.6344/NTUE.2014.00003

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圖像式字母拼讀教學法對於國小五年級補救教學學生在字母音認讀、音素覺識及識字能力的成效研究

The Effects of Using Pictorial Mnemonics for Phonics Instruction to Remedial 5th Graders

黃馨儀 , Masters　　Advisor：黃淑鴻　　

繁體中文 DOI： 10.6344/NTUE.2014.00003

圖像式字母拼讀法；補救教學；字母音認讀；音素覺識；識字能力； pictorial mnemonics for phonics ； remedial instruction ； phonics recognition ； phonemic awareness ； word recognition

Abstract │ Reference (89) │ Times Cited (2) │ Altmetrics

Abstract 〈TOP〉

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When learning phonics, 6th and 5th graders in the remedial classes of elementary schools often feel frustrated and choose to give up due to the abstract correlation between letters and letter sounds. This study will review the literature of phonics, remedial instruction and pictorial mnemonics for phonics, and integrate pictorial mnemonics into phonics instruction to investigate (1) effects of pictorial mnemonics instruction on phonics recognition, (2) effects of pictorial mnemonics instruction for phonemic awareness and (3) effects of pictorial mnemonics instruction on word recognition.

Fourteen 5th grade remedial class students in an elementary school in New Taipei City participated in the study and this experimental class was conducted once every Thursday after lunch and each class lasted for forty minutes; a total 10 periods of pictorial mnemonic instruction and a pre-test and a pro-test which took two periods respectively were carried out. The pre- and pro- test included three sections, phonics recognition, phonemic awareness and word recognition.

The results of the study indicate that the participants improved significantly in phonics recognition, especially consonants recognition. Participants commented that pictures helped them remember the correspondence between letter shapes and letter sounds. Second, the participants improved significantly in phonemic awareness which included blending phonemes and dissected syllables into phonemes. That is, these participants had developed the abilities of recognizing phones and phonemes; then they developed the skill of phoneme blending and phoneme segmentation. Finally, participants improved significantly in the word recognition post-test. Some participants were aware of the distribution of phonemes and were able to pass the test of word recognition. They were willing to practice more word recognition after the remedial class and asked for more tests as self-challenge. The findings of the study suggest that the pictorial mnemonics for phonics instruction improved the phonics recognition, phonemic awareness and word recognition abilities for 5th graders who are in remedial class.

Reference ( 89 ) 〈TOP〉

王瀞慧〈民100〉臺灣國民小學一年級英語教科書內容比較分析─ 以康軒版、何嘉仁版及吉的堡版為例〈未出版之碩士論文〉。國立臺北教育大學，臺北市。
連結：
李姝慧、陳修元、周泰立〈民98〉。國小五年級孩童與成人的識字能力對中文字語意處理之效應的差異。中華心理衛生學刊，22(4)，345-382。
連結：
林彥良〈民98〉。字母拼讀法教學對台灣國中英語低成就學生認字與閱讀理解之影響。慈濟大學教育研究學刊，5，293-355。
連結：
吳敏華〈民98〉。國語音韻覺識技巧融入字母拼讀法教學。〈未出版之碩士論文〉。國立臺北教育大學，臺北市。
連結：
侯美妃〈民99〉。資訊科技融入國小五年級英語音韻覺識與字母拼讀法補救教學之行動研究。〈未出版之碩士論文〉。國立臺北教育大學，臺北市。
連結：

Times Cited (2) 〈TOP〉

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