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 InstructionEssentially, 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 CVCpattern 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 andVC items.

Methodology

• instrument ---reading list

goat loaf road coat toad

boat float bone home rose

rope nose cone blow row

flow show low snow

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 Introduce o_e, oa,

Day 2 Introduce ow, oe

Day 3 Practice

Day 4 Practice

Day 5 Oral test ( sound it out)

Day 6 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