Dissertations / Theses on the topic 'Reading (Primary) Phonetic method'
To see the other types of publications on this topic, follow the link: Reading (Primary) Phonetic method.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 46 dissertations / theses for your research on the topic 'Reading (Primary) Phonetic method.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Yoshida, Tomoko. "Phonological awareness and reading ability in Japanese children." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937287.
Full text
2
Marthinussen, Patricia Joyce. "Die belangrikheid van die fonologiese en fonemiese bewustheid in aanvangslees by graad 1-leerders in 'n taalarm omgewing." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1890.
Full textAbstract:
Thesis (MEd (Faculty of Education and Social Sciences))--Cape Peninsula University of Technology, 2011This study emphasized the important role of phonological and phonemic awareness and understanding of letter-sound correspondence in elementary reading in a grade 1 class. The importance of preparatory activities preceding reading is strongly emphasized when looking at strategies for delays to cope in beginning reading. The ability of learners to develop auditory and visual perceptions and discernment between sounds and sound patterns are described as predictors of successful reading. Early and continuous monitoring of initial reading skills are an important aspect to reduce and prevent reading barriers. Action Research is conducted in a grade 1 class with learners who have not received grade R instruction and who at age 5 ½ years already enrolled at the school. The learners are young and do not receive enough stimulation at home. They already show barriers to learning in the effective use of language and learning with school entry. Due to the large backlogs of these learners the focus is on phonological awareness and phonemic awareness in elementary reading of the young child. The development of phonological and phonemic awareness and the organization and importance of teaching phonics in context, as a method of reading to strengthen skills at grade 1 learner in a poor language environment is investigated. A variety of teaching strategies in reading approaches is investigated in the study. The findings of the effect of phonological awareness and phonemic awareness in elementary reading are discussed. Learning Programmes such as the ‘Foundation for Learning’ of the National Department of Education (DoE) introduced to schools should be taught thoroughly. The view of the Western Cape Education Department (WCED 2006: 3) who expressed the approach to Literacy as “explicit teaching of phonics within a balanced approach to reading” is held. This approach allows major challenges to educators and learners in a poor language environment. Educators' methodology of teaching reading should be adjusted and should be focused on the teaching of phonics in context to maintain a balance between phonic and balanced approach to reading.
3
Leung, Kar, and 梁嘉. "How phonics help primary L2 learners in acquiring reading skills in learning English?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29521853.
Full text
4
Kang, Cuiping, and 康翠萍. "Phonological awareness and naming speed in good and poor Chinese readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30703803.
Full text
5
Haley, Maria Esperanza. "Integration of technology in the curriculum language arts: Spanish phonemic awareness." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2467.
Full textAbstract:
This paper explores the importance of providing teacher training in the use of technology to reap the benefits of adding computers to the classroom. It describes how a basic software program was used to create an interactive program to teach phonics in Spanish to kindergarten students in a Structured English Immersion Program. A benefit to having good phonemic awareness skills in Spanish is that it will help the student in developing phonemic awareness skills in English and will facilitate learning to read English words.
6
Mendoza, Cabral Raquel. "A comprehensive curriculum on how to teach the alphabet to bilingual kindergarteners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2687.
Full textAbstract:
There are numerous methods teachers use to teach the alphabet to children. This thesis is a curriculum on how to teach the alphabet to English learners and English speakers. The author teaches kindergarten to students who are English speakers and to students who are Spanish speakers learning English as a second language. The school's instructional Reading Based Program (the Houghton Mifflin Lectura of California) offers many ideas and strategies but is missing some components necessary to meet distinct standards for kindergarten. The author developed this curriculum to meet the standards of teaching English speakers and English learners the alphabet to meet district standards.
7
Ip, C. W., and 葉彩雲. "The teaching of phonics and its effectiveness in dealing with reading disability in Hong Kong: a case study of agroup of form one students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29649808.
Full text
8
Garnett, Patricia A. "The combining of explicit phonics and the literature basis of whole language." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/586.
Full text
9
Siok, Wai-ting, and 蕭慧婷. "The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B29799429.
Full text
10
Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.
Full text
11
Agnew, William T. "The effects of instructional method on fourth-grade reading achievement : phonics versus a balanced approach in language arts instruction /." Free full text is available to ORU patrons only; click to view:, 2005. http://proquest.umi.com/pqdweb?did=1172110031&sid=3&Fmt=2&clientId=456&RQT=309&VName=PQD.
Full text
12
Tang, Shuk-yee, and 鄧淑儀. "The phonics approach and reading English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26813932.
Full text
13
Diamond, Laura Lyn. "Research-based phonics instruction for beginning readers." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1594.
Full text
14
Villagomez, Delia. "Mini shared reading: A mediational reading strategy." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1761.
Full textAbstract:
This project presents a reading strategy in which students who are learning to read are introduced to the reading process in a comprehensible manner regardless if it is in the student's primary language.
15
Mellen, Brad. "Teaching reading in China : phonics versus whole word /." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262774.
Full text
16
Bergstrom, Gary Richard. "A proposal to create a college-level reading class for students with learning disabilities." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2198.
Full text
17
Walker, Nancy Watkins. "Word study: An interactive approach to word solving." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1630.
Full text
18
Metcalfe, Marta J. "Teaching phonics skills to young children via the formation of generalized equivalence classes." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137509.
Full textAbstract:
An equivalence class exists if the stimuli that comprise the class are related by the properties of reflexivity, symmetry, and transitivity. Through these properties, new behavior that has not been taught emerges. For example, when taught to match Set A stimuli to Set B stimuli and to match Set A stimuli to Set C stimuli, if equivalence classes have formed, subjects will (with no explicit instruction) match Set B stimuli to Set C and Set C stimuli to Set B stimuli. Although equivalence classes have been studied extensively, few studies have considered the application of this technology to educational concerns. The purpose of this study was (a) to determine if phonics skills could effectively and efficiently be taught to young children through the formation of equivalence classes and (b) to investigate the generality of those acquired skills. Using a conditional discrimination procedure, children were taught to match printed letters to dictated phonetic sounds and to match the initial sound of pictured items to dictated phonetic sounds. Test results indicated that equivalence classes had emerged and that generalization did occur. The children could match the initial sound of pictured items to printed letters and vice versa and could name letter sounds and initial sounds of pictured items. During generality testing, each child could identify the initial sound of several novel pictured items and could sound out the letters within the words. However, reading did not occur. Only 1 of 5 children could blend the sounds of letters into recognizable words. A significant difficulty encountered throughout the study was maintaining the children's motivation, possibly due to the children's inexperience in attending to academic tasks. This study did, however, demonstrate that the formation of equivalence classes is an effective and efficient method for teaching phonics and that the formation of generalized equivalence classes is effective in extending those taught relations to novel stimuli.Department of Special Education
19
勞皓珍 and Ho-chun Rebecca Lo. "The relationship between phonological awareness and reading ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2682274X.
Full text
20
Brown, Kelly Sue. "Author studies: Connecting children with the world of books." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/974.
Full text
21
Yang, Jing, and 楊靜. "The role of phonological working memory in Chinese readingdevelopment: behavioral and fMRI evidence." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42664640.
Full text
22
Gottshall, Dorothy Lee. "Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5177/.
Full textAbstract:
Learning to read is critical for quality of life and success in our society. Children who cannot read well face unsuccessful educational careers and limited job choices. Recently, policy makers and educators have made progress toward increasing the reading achievement of America's children. Still up to 60% of boys who live in poverty cannot read or read two years below grade level. In this experimental study, I designed and examined the effects of the Gottshall Early Reading Intervention (GERI) to determine if direct instruction with a small group, phonics based approach would increase the literacy achievement of low performing, rural, first grade boys. Participants were selected according to Texas Primary Reading Inventory (TPRI) scores, matched them across race, ethnicity, and socio-economic status, and randomly assigned them to experimental/control group. Three times per week for 15 weeks, boys in the experimental group attended 30-minute pullout sessions taught by trained professionals in addition to classroom reading instruction. Control group members received classroom reading instruction only. Findings reveal no significant differences in reading gains across all variables. However, descriptive data indicate higher percentages of gains for the experimental group on four out of five reading components with rate of gain higher on fifth. Statistics also show that Hispanics are more likely to benefit.
23
Lo, Yuen-fan Mandy, and 盧婉芬. "Unknown words in non-instructional texts: ESLprimary learners' strategy use and their perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963110.
Full text
24
Pérez, Ana María. "Teaching literacy to first grade bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2572.
Full textAbstract:
This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.
25
MacDougall, Lisa Kathryn Denham. "Building spelling concepts through word study." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.
Full text
26
Evinger, Kathryn Lynn. "Understanding the importance of phonemic awareness." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1628.
Full textAbstract:
The goal of this project will be to design a phonemic awareness handbook which will be discussed at a kindergarten staff in-service. The information in the handbook will explain the concept of phonemic awareness and its importance to successful reading acquistion. The handbook will also provide some phonemic awareness assessment inventories as well as some activities.
27
Ha, Kwok-yin Lucia, and 夏幗賢. "The significance and development of phonological awareness in learningto read English among Chinese Children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29523436.
Full text
28
Forst, Marie Bess. "Zoophonics keyboards: A venue for technology integration in kindergarten." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2560.
Full textAbstract:
The purpose of the project was to create a program of instruction that seamlessly meshed with my current emergent literacy curriculum, a popularly used phonics program entitled Zoo-phonics, which can easily be applied by other kindergarten teachers using the same phonics instruction program.
29
Pérez, Mercedes. "Patterns of invented spelling in Spanish." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2209.
Full textAbstract:
This study proposes to examine the invented spelling patterns that Spanish speaking children create in their writing. Their writing samples were then transcribed and each word was categorized as either conventional or an invented spelling.
30
Andreasson, Alexandra. "Hur och varför f–3-lärare arbetar med Kiwimetoden : – särskilt i relation till elever med lässvårigheter." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67592.
Full textAbstract:
The purpose of this study is to describe how and why primary school teachers use the Kiwi method – especially in relation to reading difficulties. To answer this purpose, I conducted qualitative interviews with three primary school teachers. The interviews were transcribed since I made the estimation that they would provide with a more comprehensive material to the study that way. The result showed that the teachers did not make any differences in their teaching regardless whether they were planning for pupils with or without reading difficulties. Adjustments were made to all pupils, to meet all their special needs. They did so since the Kiwi method advocates meaningful teaching, where reading should be rewarding already from the beginning. The Kiwi method’s key stones are reading aloud, unified reading, guided reading and independent reading. All three of the teachers used these key stones in their teaching, but in different ways.Syftet med studien är att undersöka hur och varför lärare arbetar med Kiwimetoden, särskilt i relation till elever med lässvårigheter. För att svara på detta syfte genomfördes kvalitativa in- tervjuer med tre lärare som arbetar med Kiwimetoden inom årskurs 1–3. Intervjuerna transkri- berades, eftersom bedömningen gjordes att det skulle resultera i ett rikare material till under- sökningen. Resultatet visade att lärarna inte gjorde någon skillnad på undervisningen oavsett om det gällde elever med eller utan lässvårigheter. Anpassningar gjordes nämligen åt alla elever, för att möta alla elevers särskilda behov. Detta gjordes eftersom Kiwimetoden förespråkar me- ningsfull undervisning där det ska löna sig att läsa redan från start. Kiwimetodens hörnstenar är högläsning, gemensam läsning, vägledd läsning och självständig läsning. Alla lärarna an- vände sig av dessa i sin läsundervisning, men på olika sätt.
31
"Patterns of phonological awareness and their effects on reading English in primary 1, 2 and 3 Chinese children." 2001. http://library.cuhk.edu.hk/record=b5891361.
Full textAbstract:
Lam Wai Yung.Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references (leaves 126-133).
Abstracts in English and Chinese.
Abstract --- p.i
Acknowledgement --- p.iv
Table of contents --- p.v
Chapter Chapter 1 --- INTRODUCTION --- p.1
Chapter 1 .1 --- Background --- p.1
Chapter 1.2 --- Purposes of The Study --- p.7
Chapter Chapter 2 --- LITERATURE REVIEW --- p.8
Chapter 2.1 --- Phonological Awareness and Reading --- p.8
Chapter 2.1.1 --- Word recognition and reading --- p.8
Chapter 2.1.2 --- Relationship between phonological awareness and reading performance --- p.9
Chapter 2.2 --- Two Views About Levels of Phonological Awareness --- p.12
Chapter 2.2.1 --- Linear view of levels of phonological awareness --- p.13
Chapter 2.2.2 --- Hierarchical view of levels of phonological awareness --- p.14
Chapter 2.3 --- Measurement of Phonological Awareness --- p.16
Chapter 2.3.1 --- Various task types --- p.17
Chapter 2.3.2 --- Various levels of difficulty of phonological tasks --- p.22
Chapter 2.3.3 --- Task analysis studies --- p.23
Chapter 2.4 --- Development of Levels of Phonological Awareness --- p.26
Chapter 2.4.1 --- Developmental sequence of phonological awareness --- p.26
Chapter 2.4.2 --- Underlying reasons for the sequential development --- p.29
Chapter 2.5 --- Levels of Phonological Awareness and Reading --- p.30
Chapter 2.5.1 --- Syllable awareness and English reading --- p.31
Chapter 2.5.2 --- Phoneme awareness and English reading --- p.32
Chapter 2.5.3 --- Onset-rime awareness and English reading --- p.34
Chapter 2.6 --- Chinese Reading English as A Second Language --- p.39
Chapter 2.6.1 --- Orthographic and phonological differences between Chinese and English --- p.39
Chapter 2.6.2 --- Influence of learning Chinese on phonological awareness - --- p.41
Chapter 2.6.3 --- Phonological awareness development in Chinese children - --- p.44
Chapter 2.6.4 --- Effects of first language learning on reading English --- p.49
Chapter Chapter 3 --- METHOD --- p.54
Chapter 3.1 --- Subjects --- p.54
Chapter 3.2 --- Tasks --- p.55
Chapter 3.2.1 --- Syllable level tasks --- p.57
Chapter 3.2.1.1 --- Syllable detection --- p.57
Chapter 3.2.1.2 --- Syllable deletion --- p.58
Chapter 3.2.2 --- Onset-rime level tasks --- p.58
Chapter 3.2.2.1 --- Onset-rime detection --- p.58
Chapter 3.2.2.2 --- Onset-rime deletion - --- p.59
Chapter 3.2.3 --- Phoneme level tasks --- p.60
Chapter 3.2.3.1 --- Phoneme detection --- p.60
Chapter 3.2.3.2 --- Phoneme deletion - --- p.61
Chapter 3.2.4 --- Word recognition test --- p.62
Chapter 3.2.5 --- The Raven's Standard Progressive Matrices --- p.62
Chapter 3.3 --- Procedure --- p.63
Chapter Chapter 4 --- RESULTS --- p.64
Chapter 4.1 --- Descriptive Data --- p.64
Chapter 4.2 --- Patterns of Phonological Awareness --- p.66
Chapter 4.2.1 --- The performance of three graders in the tasks of three levels of phonological awareness --- p.66
Chapter 4.2.2 --- Patterns of phonological development --- p.76
Chapter 4.3 --- Measuring Phonological Awareness: Detection Vs. Deletion --- p.82
Chapter 4.4 --- Predicting English Word Reading Performance --- p.92
Chapter 4.5 --- Summary of Results --- p.95
Chapter Chapter 5 --- DISCUSSION --- p.98
Chapter 5.1 --- Patterns of Phonological Awareness --- p.98
Chapter 5.1.1 --- Progressive development in phonological awareness over grade --- p.98
Chapter 5.1.2 --- The characteristics of phonological development in Hong Kong children --- p.103
Chapter 5.1.3 --- Developmental progression from large via medium to small units --- p.107
Chapter 5.2 --- Measurement of Phonological Awareness --- p.110
Chapter 5.3 --- Phonological Awareness and Word Reading --- p.114
Chapter Chapter 6 --- CONCLUSIONS AND RECOMMENDATIONS --- p.120
Chapter 6.1 --- Major Findings --- p.120
Chapter 6.1.1 --- Patterns of phonological awareness --- p.120
Chapter 6.1.2 --- Measurement of phonological awareness --- p.120
Chapter 6.1.3 --- Phonological awareness in predicting English reading --- p.121
Chapter 6.2 --- Limitations --- p.122
Chapter 6.3 --- Implications and Recommendations --- p.123
Chapter 5.6.1 --- Pedagogical implications --- p.123
Chapter 5.6.2 --- Future research recommendations --- p.124
References --- p.126
Appendixes --- p.134
32
"The effect of pinyin learning on the development of phonological awareness and English reading and spelling." 2005. http://library.cuhk.edu.hk/record=b5892684.
Full textAbstract:
Chong Ka Yan.Thesis (M.Phil.)--Chinese University of Hong Kong, 2005.
Includes bibliographical references (leaves 70-75).
Abstract in English and Chinese.
ACKNOWLEDGEMENTS --- p.i
ABSTRACT --- p.ii
TABLE OF CONTENTS --- p.iv
Chapter CHAPTER I: --- INTRODUCTION --- p.1
Phonological Awareness as a Predictor of English Reading and Spelling --- p.1
Levels of Phonological Awareness --- p.4
Factors Affecting the Development of Phonological Awareness --- p.6
oral language experience --- p.6
orthographic experience --- p.8
phonological training --- p.8
Transfer of Phonological Awareness in Bilingual Studies --- p.9
factors affecting the transfer of phonological awareness --- p.11
Introduction to Hanyu Pinyin --- p.13
The Present Study --- p.14
Chapter CHAPTER II: --- STUDY1 --- p.18
Method --- p.18
Design --- p.18
Participants --- p.19
Procedures --- p.20
Tasks --- p.20
Results --- p.25
Group differences on Phonological Awareness and English measures Relationship between Phonological Awareness and Pinyin --- p.25
Performance on English Reading and Spelling --- p.28
Relationship between Phonological Awareness of different Languages --- p.33
Discussion --- p.34
Chapter CHPAPTER III: --- STUDY2 --- p.36
Method --- p.36
Design --- p.36
Participants --- p.37
Procedures --- p.38
Tasks --- p.39
Results --- p.42
Effect of Pinyin training on Phonological Awareness --- p.48
Transfer of Phonological Awareness --- p.50
Effect of Pinyin Training on English Reading and Spelling --- p.52
Decomposing the Effect of Pinyin Training on English Reading and Spelling --- p.53
Discussion --- p.59
Chapter CHPATER IV: --- GENERAL DISCUSSION --- p.65
Limitations --- p.67
Conclusion --- p.69
REFERENCES --- p.70
APPENDIX A: ENGLISH VOCABULARY TEST (STUDY 1) --- p.76
APPENDIX B: NONWORD SPELLING TASK ITEMS (STUDY 1) --- p.77
APPENDIX C: PSEUDOWORD READING ITEMS (STUDY1) --- p.78
APPENDIX D: PHONEMIC ONSET DELETION TASK (CANTONESE) --- p.79
APPENDIX E: PHONEMIC ONSET DELETION TASK (MANDARIN) --- p.80
APPENDIX F: PHONEMIC ONSET DELETION TASK (ENGLISH) --- p.81
APPENDIX G: NONWORD SPELLING TASK ITEMS (STUDY 2) --- p.82
APPENDIX H: PSEUDOWORD READING ITEMS (STUDY2) --- p.83
APPENDIX J: PINYIN TEST (STUDY 2) --- p.84
APPENDIX K: MANDARIN ORAL TEST (STUDY 2) --- p.85
33
lee, melin, and 李美鈴. "Effects of teaching method and reading ability on reading matacognition training in primary students." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/58014516050296613738.
Full text
34
Robinson, Martha Mary Whelan. "The efficacy of Sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilities." 2013. http://liblink.bsu.edu/uhtbin/catkey/1738943.
Full text
35
Watts, Jennifer Lynn. "The structure and development of phonological awareness a guide for finding more effective training methods /." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3110703.
Full text
36
Chang, Hsin-Yi, and 張心怡. "The Comparative Study of the Effect of Phonetic input method and CKC Chinese input method on Chinese Keyboarding Skills for Primary School Resource Program Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/mpwvh5.
Full textAbstract:
碩士國立臺灣師範大學
特殊教育學系
97
The purpose of this study was to compare the effect of Chinese Keyboarding Skills t by teaching Phonetic input method and CKC Chinese input method to primary school resource program students. An alternating treatments design of single subject research method was adopted. The experiment was divided into three phases: intervention, maintenance and generalization phases. The independent variables of this study were the Phonetic input method and CKC Chinese input method. The dependent variables were the typing accuracy rate, typing speed and generalization effects. Data were analyzed by visual analysis. The major findings were summarized as follows: 1.Phonetic input method and CKC Chinese input method did make good effect both on the typing accuracy rate and typing speed. 2.For subject A and B, CKC Chinese input method was better than Phonetic input method on the effect of the typing accuracy rate and typing speed. 3.For subject C, there is no significant difference between CKC Chinese input method and Phonetic input method on the effect of the typing accuracy rate. In the aspects of typing speed, CKC Chinese input method was better than Phonetic input method. 4.Regarding to the typing accuracy rate of generalization effects, subject A performed better when using CKC Chinese input method than Phonetic input method. Subject B performed better when using Phonetic input method than CKC Chinese input method. For subject C, there is no significant difference between CKC Chinese input method and Phonetic input method. 5.Regarding to the typing speed of generalization effects, subject A and subject B performed better when using CKC Chinese than Phonetic. For subject C, there is no significant difference between CKC Chinese input method and Phonetic input method.
37
Lau, Airey Nga-Lui. "Parental Reflective Functioning and Children’s Emergent Reading Skills: ERP and longitudinal behavioral measures." Thesis, 2019. https://doi.org/10.7916/d8-6rec-qe47.
Full textAbstract:
The current study examined the correlations between parental reflective functioning and children’s phonological awareness and reading-related neural development (measured via a phoneme-processing experiment using EEG), and its utility as a predictor of children’s reading skills one year later when they have begun literacy education.
Fourteen pre-readers’ (mean age 4.51 years) phonological awareness and their parents’ reflective functioning skills were assessed, along with their EEG responses in a phoneme- processing task. Children’s phonological awareness and emergent reading skills were assessed again 12-15 months later, at the start of First Grade.
Left-lateralized neural indices were observed to be correlated with parental reflective functioning (PRF) and children’s later reading-related skills. Specifically, scores on measures of PRF: Interest & Curiosity were positively correlated with the N2 amplitude in the left temporal cortex (p = 0.049), and the P2 amplitude in the left temporal cortex was also correlated with children’s Phonological Awareness scores (p = 0.004) and with their Basic Reading scores (p = 0.002) one year later. Multiple linear regression analyses also revealed that scores on measures of PRF: Interest and Curiosity significantly predicted children’s future phonological awareness (p = 0.014) and basic reading skills (p = 0.002). This study is the first of its kind to identify correlations between parental engagement and neural indices of children’s pre-reading skills, and to reveal parental reflective functioning as a strong predictor of children’s later reading abilities.
38
Harrison, Gina Louise. "The use of phonological and orthographic information for memory and spelling : an analysis of reading and spelling subtypes." Thesis, 2001. http://hdl.handle.net/2429/14624.
Full textAbstract:
The present study was designed to examine differences between subtypes of readers and
spellers in their performance on several phonological, orthographic, and memory tasks. A
central question involved whether subtypes of readers and spellers could be distinguished based
on their performance across the tasks administered. Based on their performance on a
standardized achievement test, fourth and fifth grade children (N=50) were classified as having
no difficulties with reading and spelling (good readers and spellers), difficulties with spelling, but
not reading (mixed readers and spellers), or difficulties with both reading and spelling (poor
readers and spellers). Each student was given a series of tasks to assess their use of
phonological and orthographic information for memory and spelling. These tasks included: 1)
rhyme judgment, 2) cued recall, 3) reading pronounceable pseudowords, 4) deciding which of.
two pseudowords looks most like a real word, and 5) reporting on the kinds of strategies used to
spell words. An error analysis was also conducted. Students with reading and spelling
difficulties performed consistently lower than good and mixed readers and spellers on tasks
assessing their use of phonological information. Good and mixed readers and spellers were not
distinguishable on these tasks. Students with no reading and spelling difficulties or with
spelling difficulties only performed better than poor readers and spellers on some tasks
assessing orthographic processing. Specifically, mixed readers and spellers were distinguishable
from good readers and spellers by their poorer recall of visually similar words. Good and poor
subtypes were not distinguishable on this task. Poor readers and spellers also achieved
comparable scores to the good and mixed readers and spellers on a measure of orthographic
awareness. Overall results provided evidence supporting subtypes of reading and spelling
ability groups. Students with no reading and spelling difficulties, or difficulties with spelling
but not reading were similar in their use of phonological information. However, students with
reading and spelling difficulties were more similar to the good readers and spellers in their use of
orthographic information in memory. The findings from the present study have implications to
subsequent research examining spelling ability, provide further evidence of the unique
processing characteristics of the paradoxical good reader but poor speller, and suggest the
possibility of unique programming needs to remediate spelling difficulties in mixed and poor
readers and spellers.
39
"Learning English phonics in a task-supported way: effects of task elements on articulation accuracy and attitudes towards phonics learning among junior secondary learners in Hong Kong." 2006. http://library.cuhk.edu.hk/record=b5892800.
Full textAbstract:
Tsoi Chun Ho.Thesis submitted in: June 2005.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2006.
Includes bibliographical references (leaves 125-136).
Abstracts and questionnaires in English and Chinese.
ABSTRACT --- p.i
ABSTRACT (in Chinese) --- p.ii
ACKNOWLEDGEMENTS --- p.iii
Chapter 1 --- INTRODUCTION --- p.1
Chapter 1.1 --- General Introduction --- p.1
Chapter 1.2 --- Background of the Present Study --- p.2
Chapter 1.2.1 --- Teaching English as a Foreign Language (EFL) in Hong Kong --- p.2
Chapter 1.2.2 --- The Place of Phonics in Hong Kong English Language Curriculum --- p.4
Chapter 1.3 --- A Response: The Present Study --- p.5
Chapter 1.4 --- Significance of the Study --- p.6
Chapter 1.5 --- Organisation of this Thesis --- p.6
Chapter 2 --- REVIEW OF THE LITERATURE --- p.8
Chapter 2.1 --- Phonics Instruction --- p.8
Chapter 2.1.1 --- What is Phonics? --- p.8
Chapter 2.1.2 --- The Role of Phonics Instruction in the EFL context --- p.14
Chapter 2.1.3 --- Phonics Instruction in Hong Kong Schools --- p.14
Chapter 2.1.4 --- Ways of Teaching Phonics in L1 and L2 Environments --- p.18
Chapter 2.2 --- Task-based Language Teaching and Learning --- p.22
Chapter 2.2.1 --- Task and Task Types --- p.22
Chapter 2.2.2 --- Task Types --- p.26
Chapter 2.2.3 --- Tasks and Comprehensible Input --- p.29
Chapter 2.2.4 --- TBL and Interactionist Perspective in SLA --- p.30
Chapter 2.2.5 --- "Tasks, Memory and Accuracy" --- p.31
Chapter 2.2.6 --- TBL and Affective Factors --- p.34
Chapter 2.2.7 --- TBL and Context --- p.35
Chapter 2.2.8 --- Task-based Language Teaching and Learning in the EFL context --- p.36
Chapter 2.2.9 --- Task-based Learning (TBL) in Hong Kong EFL Curriculum --- p.39
Chapter 2.2.10 --- Problems of Implementing the Task-based Syllabus in Hong Kong --- p.41
Chapter 2.3 --- Learning Attitudes and its Measurement --- p.45
Chapter 2.3.1 --- The Importance of Attitudes towards Language Learning --- p.45
Chapter 2.3.2 --- Measuring Attitudes --- p.46
Chapter 2.4 --- Task-supported Phonics Instruction --- p.50
Chapter 2.4.1 --- Learning Phonics through Tasks --- p.50
Chapter 2.4.2 --- Traditional versus Task-supported Phonics Instruction for EFL Learners --- p.51
Chapter 2.4.3 --- Constructing Short Tasks in an HKEFL Lesson --- p.52
Chapter 2.4.4 --- Techniques of using task-supported Phonics with Older Learners --- p.54
Chapter 2.4.5 --- Reasons and Limitations of Teaching and Learning Phonics in a Task-supported Way --- p.55
Chapter 2.4.6 --- A Framework of TSP for EFL Learners --- p.56
Chapter 2.5 --- Chapter Summary --- p.58
Chapter 3 --- DESIGN OF THE STUDY --- p.59
Chapter 3.1 --- Introduction --- p.59
Chapter 3.2 --- Research Questions and Null Hypotheses --- p.59
Chapter 3.3 --- Overall Design of the Present Study --- p.62
Chapter 3.4 --- The Settings --- p.62
Chapter 3.4.1 --- The Original Setting and the Target Participants --- p.62
Chapter 3.4.2 --- The New Setting and the Period of Study --- p.64
Chapter 3.4.3 --- The Participants --- p.65
Chapter 3.5 --- The Instrument I: Questionnaire --- p.65
Chapter 3.5.1 --- Attitudinal Battery on Phonics Learning --- p.65
Chapter 3.5.2 --- Attitudinal Battery on Task-supported Learning --- p.68
Chapter 3.5.3 --- Adding Items in the Post-test of the Experimental Group --- p.69
Chapter 3.6 --- The Instrument II: Reading Aloud Test --- p.69
Chapter 3.6.1 --- Selection of the Texts --- p.69
Chapter 3.6.2 --- A Brief Analysis of the Texts --- p.70
Chapter 3.7 --- Pilot Studies --- p.72
Chapter 3.7.1 --- Pilot Study for the Pre-test Questionnaire --- p.72
Chapter 3.7.2 --- Pilot Study for the Post-test Questionnaire (TSL version) --- p.74
Chapter 3.8 --- Data Collection: Description --- p.75
Chapter 3.8.1 --- Pre-test sessions --- p.75
Chapter 3.8.2 --- Post-test sessions --- p.76
Chapter 3.9 --- The Teaching and Learning of the Phonics Classes --- p.77
Chapter 3.9.1 --- Maintaining the Internal Validity --- p.77
Chapter 3.9.2 --- Topic Coverage and the Design of the Course --- p.79
Chapter 3.9.3 --- Designing the Tasks and the Exercises --- p.80
Chapter 3.9.4 --- Students' Attendance --- p.82
Chapter 3.10 --- Methods of Data Analysis --- p.83
Chapter 3.11 --- Chapter Summary --- p.85
Chapter 4 --- DATA ANALYSIS --- p.87
Chapter 4.1 --- Introduction --- p.87
Chapter 4.2 --- Criteria for Excluding Data from my Analysis --- p.87
Chapter 4.3 --- Results from the Reading Aloud Tests --- p.89
Chapter 4.3.1 --- Accuracy of the Onsets --- p.91
Chapter 4.3.2 --- Accuracy of the Vowels --- p.92
Chapter 4.3.3 --- Accuracy of the Final Consonants --- p.93
Chapter 4.3.4 --- Number of Syllables --- p.94
Chapter 4.3.5 --- Omissions --- p.95
Chapter 4.3.6 --- Summary of the Reading Aloud Results --- p.96
Chapter 4.4 --- Quantitative Results from the Questionnaires --- p.98
Chapter 4.4.1 --- Attitudes towards Phonics Learning --- p.98
Chapter 4.4.2 --- Attitudes towards English and English Learning --- p.101
Chapter 4.4.3 --- Summary of the Questionnaire Results --- p.102
Chapter 4.5 --- Qualitative Results from the Questionnaires --- p.103
Chapter 4.5.1 --- Learners' Feelings towards Phonics Learning --- p.103
Chapter 4.5.2 --- Things Students Like about the Phonics Course --- p.104
Chapter 4.5.3 --- Things Students Don't Like about the Phonics Course --- p.105
Chapter 4.5.4 --- Students' Ideas of Amending the Course --- p.105
Chapter 4.6 --- Results from Confirmatory Factor Analysis using SEM --- p.106
Chapter 4.7 --- Chapter Summary --- p.107
Chapter 5 --- DISCUSSION --- p.108
Chapter 5.1 --- Introduction --- p.108
Chapter 5.2 --- Significant Finding: Learners' Improvement in Sounding out Onsets --- p.108
Chapter 5.2.1 --- Onsets are Sequenced First in the Course --- p.109
Chapter 5.2.2 --- Onset as a Similar Feature between English and Chinese --- p.109
Chapter 5.3 --- Significant Findings: Learners' Attitudes towards Phonics Learning --- p.110
Chapter 5.3.1 --- Attitudes towards Phonics Lessons --- p.110
Chapter 5.3.2 --- Attempts to Sound Out Unfamiliar Words --- p.111
Chapter 5.3.3 --- Anxiety Levels in Reading Aloud when Other People are Present --- p.111
Chapter 5.4 --- An Examination of Findings that Fail to Support the Hypotheses --- p.112
Chapter 5.4.1 --- Vowels --- p.112
Chapter 5.4.2 --- Codas --- p.113
Chapter 5.4.3 --- Omissions --- p.114
Chapter 5.4.4 --- Learners' Intention to Encourage Others to Learn Phonics --- p.114
Chapter 5.4.5 --- Learners' Attitudes towards the English Language and English Learning --- p.115
Chapter 5.5 --- Implications of the Present Study to the Current Model --- p.116
Chapter 5.5.1 --- A meaningful context is not adequate --- p.116
Chapter 5.5.2 --- Having lessons at the right time --- p.116
Chapter 5.5.3 --- Learners' Attendance and Involvement is an Important Factor --- p.118
Chapter 5.5.4 --- The Attractiveness of the 'Product' Element --- p.118
Chapter 5.5.5 --- The Contribution of These Implications to the SEM Model --- p.120
Chapter 5.6 --- Implications of the Present Study to the Current Model --- p.120
Chapter 6 --- CONCLUSION --- p.121
Chapter 6.1 --- Summing Up --- p.121
Chapter 6.2 --- Limitations of the Present Study --- p.122
Chapter 6.2.1 --- Period of Study and Time for Designing the Course --- p.122
Chapter 6.2.2 --- The Setting --- p.123
Chapter 6.2.3 --- Limited Number of Participants --- p.123
Chapter 6.2.4 --- Infeasibility of Having a Delayed Post-test --- p.124
Chapter 6.3 --- Recommendations for Future Research --- p.110
BIBLIOGRAPHY --- p.125
APPENDICE --- p.122
Appendix 1 Approval Notice from the CUHK Survey and Behavioural Research Ethics Committee
Appendix 2 Application for Change in Thesis Title
Appendix 3 Invitation Letter Sent to Primary Schools
Appendix 4 Invitation Proposal Sent to Primary Schools
Appendix 5 Prepared Letters for Parents of the Participatory Primary School
Appendix 6 School Notice for Recruiting Students
Appendix 7 Course Outline
Appendix 8 Reading Aloud Tests
Chapter a) --- PowerPoint Slides Used in the Pre-test Session
Chapter b) --- Instructions for the Reading Aloud tests
Chapter c) --- Pre-test Reading Aloud Passage
Chapter d) --- Post-test Reading Aloud Passage
Appendix 9 a) Questionnaire (Pre-test)
Chapter b) --- Questionnaire (Post-test: Control Group)
Chapter c) --- Questionnaire (Post-test: Experimental Group)
40
Chiang, Ming-Chu, and 江明珠. "A Study of Relationship among Family Reading Environment , Chinese Phonetic Symbol Ability and Quantity of Word Recognition for Primary Grade Students in Elementary Schools." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/40559713657506677472.
Full textAbstract:
碩士育達科技大學
資訊管理所
103
National reading power represents the national competitiveness; hence, many countries are actively cultivating children’s reading ability, facilitating students to acquire knowledge and ability in the course of reading for sustainable learning. The importance of reading ability is obvious. Word recognition is the basis of reading comprehension. The elementary school Mandarin textbooks begin with the teaching of word recognition, which shows that word recognition plays a key role in the course of reading. Moreover, Chinese phonetic symbol is the bridge between Chinese characters and character pronunciation. In order to lay a good foundation for the word recognition ability, the ability to use Chinese phonetic symbols is also the key factor. Family is the initial place for children’s learning. Developing the habit of reading depends on parents. Therefore, this study incorporated family reading environment into the category of research. This study aims to discuss the family reading environment of elementary school primary grade students, as well as the relationship between ability to use Chinese phonetic symbols and quantity of word recognition. The subjects were 260 elementary school primary grade students in Gongguan Elementary School of Miaoli County, and their parents. A questionnaire survey and a test were conducted. The research tools included the “Questionnaire on family reading environment of elementary school primary grade students” and the “Test on quantity of word recognition evaluation”. The data were analyzed with descriptive statistics, t test, one-way ANOVA, and Pearson product-moment correlation. The findings are as follows: 1. The family reading environment of elementary school primary grade students is good, but for some students, there is a significant difference between the ability to use Chinese phonetic symbols and quantity of word recognition. 2. The family reading environment of elementary school primary grade students differs significantly due to family’s socio-economic status and family types. 3. The ability to use Chinese phonetic symbols of elementary school primary grade students differs significantly due to children’s ranking in family, family’s socio-economic status and family types. 4. The quantity of word recognition of elementary school primary grade students differs significantly due to gender and family’s socio-economic status. 5. The family reading environment of elementary school primary grade students has a significantly positive correlation with the ability to use Chinese phonetic symbols and quantity of word recognition. Based on the research results, it is suggested that parents should make good use of the method of borrowing books to enrich the family reading resources. Thus, children may be actively and willingly close to books, feeling the joy brought by reading. Aimed at primary grade students who have the difficulty in learning Chinese phonetic symbols or word recognition, it is suggested that teachers should apply the appropriate teaching strategies, combine the life experience and cooperate with the appropriate teaching materials to enhance students’ Chinese phonetic ability. Meanwhile, according to students’ word recognition ability, teachers should select appropriate out-of-class reading materials, so that students with low academic achievements can also be fond of reading to lay the foundation for learning.
41
Le, Roux Sarlina Gertruida. "Fonologiese bewustheid by graad 0 leerders as `n moontlike kriterium vir die voorspelling van latere leessukses." Diss., 2004. http://hdl.handle.net/10500/1074.
Full textAbstract:
Text in AfrikaansLearners who struggle to read from the start, will stay behind. But the earlier intervention can start, the greater the chances of success. But what type of intervention is needed? Nowadays researchers overseas use phonemic awareness as a criteria to predict reading success. About 80% of pre-school children will have no trouble grasping the phonological structure of their home language, provided that they are thoroughly immersed in literacy. It is these same 80% who will not have any trouble learning to read. But literacy is a continuous process that starts at birth and there is no magical moment in a child's life that he will all of a sudden be ready to receive literacy instruction. Experience and practice will ensure that the hierarchy of phonemic awareness skills will develop. Those preschoolers who do not have that advantage, must develop phonemic awareness skills while learning to read or else face reading problems.
Educational Studies
M. Ed.(Special Needs Education)
42
Prinsloo, Margareth Georgina. "Veranderende opvattinge oor die aanvangsonderrig van lees en skryf." Diss., 1999. http://hdl.handle.net/10500/15833.
Full textAbstract:
Summaries in Afrikaans and EnglishDie verwerwing van lees- en skryfvaardighede is van wesenlike belang vir die optimale verwerkliking van die mens se potensiele moontlikhede. 'n Ondersoek na veranderende opvattinge oar die aanvangsonderrig van lees en skryf is in die Jig daarvan van belang. Faktore wat aanleiding gegee het tot veranderende opvattinge oar die aanvangsonderrig van lees en skryf kan kortliks saamgevat word as: die ontwikkeling van 'n fonetiese alfabet, veranderende opvattinge oar effektiewe lees- en skryfonderrigmetodes, asook politieke, ekonomiese en samelewingsveranderinge. Hierdie faktore het tot die verbesondering van die Sumeriese, antieke Griekse, antieke Romeinse, Nederlandse, Engelse en Suid-Arikaanse opvoedingspraktyke bygedra. Verskeie onderrigmetodes, onder meer die alfabetmetode, klankmetode, globale metode, gekombineerde metode en eklektiese metode is deur eeue heen in hierdie formele opvoedingspraktyke gebruik vir die aanvangsonderrig van lees en skryf. Effektiewe aanvangslees- en skryfonderrig bepaal of die leerder sy taalvaardighede kan benut om 'n positiewe bydrae tot die samelewing te lewer.
The acquisition of reading and writing skills is of cardinal importance for the optimum realization of man's potential. Research into the changing perspectives which have led to the development of beginning-teaching of reading and writing is therefore of great importance. The following factors have led to changing perspectives: the development of an alphabet, changing perspectives on the effective teaching of reading and writing as well as political, economic and societal changes. These factors contributed to the specific development of the Sumerian, ancient Greek, ancient Roman, Dutch, English and South African education practices. Various teaching methods inter alia the alphabet, phonic, global, combined and eclectic methods have been used in the aforementioned education practices for the beginning-teaching of reading and writing. Effective beginning teaching of reading and writing determines whether the learner will be able to utilize his language skills in order to make a positive contribution to society.
Educational Studies
M. Ed. (Historiese Opvoedkunde)
43
連悅真. "A Study of Action Research on Improving the Reading Comprehension Ability of Grade Two Students in Primary Schools by Using MAPS Teaching Method." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/62967608674774185888.
Full textAbstract:
碩士國立中正大學
教學專業發展數位學習碩士在職專班
105
The purpose of this study is to explore the application of the MAPS teaching method developed by Wang Zhengzhong in the Chinese course of the grade two students in elementary Schools，and the effects of the four core elements of the MAPS ，Mind Mapping、Asking Question、Presentation and Scaffolding Instruction,on Improving students' reading comprehension. In this study, we adopted the method of action research to study the 27 students in the class of the researcher. The teaching time is eight weeks and forty lessons. In the course of implementation, the data was collected from observation, interview, students' works, teaching feedback and was analyzed from three perspectives: the researcher, collaborative researcher and student . Based on the results, the following conclusions can be drawn: 1. "MAPS teaching method" used in the second grade Chinese teaching, the four core elements of the MAPS, Mind Mapping、Asking Question、Presentation and Scaffolding Instruction can enhance students' reading comprehension. 2. " Mind Mapping " used in the second grade Chinese teaching, need to be adjusted to a more structured question design and teaching guidance to help lower grades students to complete the mind map assignments. 3. "Questioning strategy" used in the second grade Chinese teaching, need to adjust the question design to give students more specific tips to successfully guide students to read and understand. 4. In the implementation of the " Scaffolding Instruction ", the D role with insufficient language ability shows lower acceptance to this teaching method. 5. " Scaffolding Instruction " used in the second grade Chinese teaching, it is needed to guide students on the discuss skills to promote the fluency of the discussion. Finally, based on the research results and discussion, the author puts forward suggestions on teaching and future research.
44
Sekel, Patricia Pallat. "The phonemic awareness knowledge and skills of first-grade teachers a sound investment? /." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116181.
Full text
45
Makaure, Zvinaiye Patricia. "Phonological processing and reading development in Northern Sotho-English bilingual children." Thesis, 2016. http://hdl.handle.net/10500/22246.
Full textAbstract:
South Africa is a multilingual country and this has certain implications on the development of cognitive-linguistic skills such as phonological processing (amongst others), which are essential for reading development. Research has, in the past, not adequately addressed the development of, and relationship between, a broad range of phonological processing and reading skills in South Africa. The study investigates the relationship between phonological processing skills and reading development in Northern Sotho-English bilingual children. Ninety-eight participants, divided into group 1 (n=48) and group 2 (n=50) based on their Language of Learning Language of Teaching were sampled. Group 1 received literacy instruction in Northern Sotho, whilst group 2 in English. Participants were assessed using a battery of phonological processing tests and on reading abilities in English and Northern Sotho. Correlations, multiple regressions and multivariate analyses of variance were conducted. Findings revealed that phonological processing skills are essential in reading development in both the first and second language of the participants.African Languages
M.A. (Linguistics)
46
Olivíková, Romana. "Spolupráce inovativních škol s rodinou na počátku školní docházky." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-328087.
Full textAbstract:
This work's aim is to chart the extent and the actual forms of cooperation between innovative schools and families at the beginning of school attendance. In this case, innovative school is defined as a school that teaches children to read by the genetic method or that teaches the children in the primary school the Fraus mathematics by authors Hejný, Jirotková, Slezáková-Kratochvílová, Michnová. In the theoretical part, I find out the principles on which both the new concept of Fraus mathematics and the genetic method of reading are based, and I make a link between them and the constructivist conception of teaching as well as the teacher's competences. In a wider context, this work discusses the work with mistake and emphasizes the significance of creativity. In the practical part, I used the method of written questionnaire to find out the actual forms of cooperation between these schools and families before and after the children enter the first class. Also, the questionnaire finds out what are the teachers' crucial urges to change the way of teaching of mathematics and reading as well as what is the positive of this change in the teacher's view.