1. Presenter: 黃琬斐

2. Motivation In elementary school English teaching, listening and speaking are emphasized, but individual oral reading skill is neglected.  “Look and Say” approach is widely adopted  Little attention is drawn to individual letter names or letter sounds within a word

3.  To focus on the effects of onset and rime phonics instruction on EFL beginner’s oral reading and spelling.  To compare the effects of phoneme-based phonics instruction and an onset-rime-based phonics instruction on word reading and spelling achievement of EFL beginning reading learners.

4. 1. Does exposure to onset and rime phonics instruction produce differential effects on EFL beginners’ oral reading? 2. Does exposure to onset and rime phonics instruction produce differential effects on EFL beginners’ spelling?

5.  Null hypothesis 1: There’s no significant statistical difference in oral reading achievement between the experimental group and the control group.  Null hypothesis 2: There’s no significant statistical difference in spelling achievement between the experimental group and the control group.

6.  Students are at different English levels  Not able to analyze the long-term of performance of the beginning readers  Attitudes, interests and motivations toward learning to read and to spell were not controlled in this study  The study was conducted in the researcher’s own classroom

7.  Research showed that an awareness of syllables, onsets and rimes develops before an awareness of phonemes. (Goswami, 2000; Moustafa, 1995)  It was proved that children who were taught rhymes were more successful at reading than those were not given such training. (Goswami & Bryant, 1990)  Juel and Minden-Cupp (2000) stated, “Rimes are not only psychologically accessible to children than are their in their individual phononemes, but they are more predictable in their spellings than are smaller linguistic units.”

8. 1. Participants  138 eight-year-old grade 2 students from 4 classes in Hai-Dong elementary school  Class 1&2 (n=70) were assigned to control group and Class3&4 (n=68) were assigned to experimental group.  Each group is consisted of approximately equal numbers of boys and girls.  The 4 classes were instructed by the same instructor.

9. Pretest Grade 2 beginning readers were tested on 1.Letter name knowledge 2.Letter sound knowledge 3.Beginning sound test 4.Rhyme detection 5.Word reading 6.Spelling Control group (Class 1&2) Phoneme teaching Experimental group (Class 3&4) Onset and rime teaching Posttest Two groups re-tested on the same measures after 20 weeks’ training

10.  Letter name knowledge (individually) -assessed after two months’ instruction in letter name teaching  Letter sound knowledge -assessed by using Beginning Consonant Correspondences (Gunning, 1994)  Beginning sounds test -adopted from Gunning’s (1994) Beginning Sounds Test  Rhyme detection -adopted from Gunning’s (1994) Rhyming Test  Word reading (individually) -an oral reading test, adopted from Savage, Carless and Stuart (2003)  Spelling -a written test, adopted from Savage, Carless and Stuart (2003)

11. A set of pretest on both groups was conducted before the experimental program. The program was served twice a week, approximately 25 min. during a single lesson. After 20 weeks of phonics instruction, the children were offered a set of posttest on the same measures.

12.  Both groups received the central phonics instruction, including letter-sound identification, phoneme blending and phoneme segmentation.  The experimental group received extra phonics instruction on rime patterns in reading and spelling and onset-rime blending and segmentation.

13. SPSS, version 10.0 was used.  Descriptive statistics were calculated on the raw data on the pretest and the posttest.  The independent sample t-test was conducted on the independent and dependent variables to determine difference.  The paired sample t-test was used to determine significant difference between the pretest and posttest results of the same group..

14.  significant improvement in the posttest scores of both groups  the control group performed significant better on the posttest  the control group significantly outperformed on word reading

15.  Does exposure to onset and rime phonics instruction produce differential effects on EFL beginners’ oral reading? No. The phoneme-based phonics instruction was more successful in enhancing students’ word reading.  Does exposure to onset and rime phonics instruction produce differential effects on EFL beginners’ spelling? No. The statistical evidence indicated there was no significant difference in the spelling development of both groups.