How much you learn from shared reading may depend on how sensitive you are to the sound structure

University of Taipei > 人文藝術學院 > 英語教學系 > 期刊論文 > Item 987654321/1158

jsp.display-item.identifier=請使用永久網址來引用或連結此文件: http://utaipeir.lib.utaipei.edu.tw/dspace/handle/987654321/1158

题名:	How much you learn from shared reading may depend on how sensitive you are to the sound structure
作者:	Hu, Chieh-Fang 胡潔芳
贡献者:	臺北市立教育大學英語教學系
日期:	2005
上传时间:	2009-07-07 11:18:12 (UTC+8)
摘要:	Shared reading has been promoted as one of the most effective techniques for developing early literacy skills. Yet relatively little is known about the cognitive factors underlying its processes. This study examined the effect of L1 phonological awareness on the individual differences in benefiting from shared reading of English. Sixth-grade Chinese EFL learners were administered a finger-point reading task, which assessed the synchronization of voice and print in shared reading. Children with poorer L1 phonological awareness were less able to map a spoken English word onto its corresponding print than children with better phonological awareness. They also recognized fewer words in the text in a word finding task subsequently administered. These differences could be attributed neither to the differences in the children’s prior knowledge of the text materials, nor to the differences in general English vocabulary knowledge, verbal short-term memory, speed in letter naming, or the one-to-one tagging concept. Finally, the two groups of children did not show differences in a written arithmetic task, indicating that the effect of phonological awareness was specific to the reading task.
關聯:	Electronic Journal of Foreign Language Teaching, Vol. 2, No. 1, p.4-15
显示于类别:	[英語教學系] 期刊論文

文件中的档案:

档案	大小	格式	浏览次数
index.html	0Kb	HTML	2861	检视/开启

在uTaipei中所有的数据项都受到原著作权保护.

数据加载中.....