This document outlines a study that explores how teachers' use of English storybooks can improve 5th grade elementary students' English vocabulary and reading comprehension. It discusses relevant literature showing storybook reading supports literacy development. The study involves 49 5th grade students split into a control group receiving conventional instruction and an experimental group participating in weekly English reading classes using storybooks over 5 months. Students will take a pre-and post-test to measure vocabulary and comprehension growth using the STYLE test. Results will be analyzed using t-tests to determine the impact of the storybook intervention.

1. Presenter: Jessica Wu
Advisor:
Instructor: Dr. Pi-Ying Hsu
Date: June 24, 2013

2. Contents
Introduction
Literature Review
Methodology
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3. Introduction
Background of the Terms
Purpose of the Study
Research Questions
3

4. Background of the study
• The vocabulary growth occurring in
elementary school children is substantial and
significant and has received attention.
(Anderson & Freebody, 1981; and Becker, 1977)
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5. Background of the study
• Reading the storybook to young children is
regarded as an important activity that supports
literacy development.
(Bus, Ijzendoorn, & Pellegrini, 1995)
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6. Purpose of the Study
• to explore if the teachers use the
English storybooks can improve
students’ reading ability
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7. Research Questions
1. How can teachers’ use the English storybooks
to improve fifth-grade of elementary school
students’ English vocabularies?
2. How can teachers’ use the English storybooks
to improve fifth-grade of elementary school
students’ reading comprehension?
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8. Gap
• Most researchers observe preschoolers’
English learning situation. But very few
studies have focused on the fifth-grader’s
students vocabularies could be learned by
listening to storybooks.
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9. Literature Review
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10. Literature Review
• Most researchers recommend that storybook
reading makes significant contributions to
vocabulary development in young children.
(Biemiller and Boote, 2006)
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11. Definition of storybooks
• The picture story books as “the books
including pictures partially or wholly and
adopted according to the needs and interests
of young children”.
(Glossary, 1943)
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12. Definition of storybooks
• The stories have attractive characters with
whom children readily identify, stories
having humor, and stories with a high
action plot all help children attend to the
text.
(Elly, 1989)
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13. Definition of vocabularies growth
• Indeed most research and comprehensive
reviews of such research suggest that storybook
reading makes significant contributions to
vocabulary development in young children.
(Biemiller & Boote, 2006)
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14. Definition of vocabularies growth
• The substantial evidence that storybook
reading, including some related to dialogic
reading, is helpful to vocabulary development
prompts thinking about the best way to use
books to teach vocabulary.
(Whitehurst et al., 1994)
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15. Methodology
Participants
Procedure
Instrument
Statistical analysis
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16. Participants
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English language learning
(ELL) the fifth-grade students
The elementary school is in
the remote area in Taichung.

17. Participants
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Fifth-graders
(49 students)
Control Group
(24 students)
Experimental
Group
(25 students)

18. Procedure
• Conduct pre-test
• Control group →Conventional instruction
• Experimental group → English reading class
• Conduct post-test
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19. Procedure
Pre-test
English
reading class
Post-test
• Saxoncourt test for
Young Learners of
English Level 1
(STYLE)
• Time: September,
2013
•The class met one
time each week for
the duration of 50
minutes.
•Time: 5 months
• SPEC – book 2
• Saxoncourt test for
Young Learners of
English Level 1
(STYLE)
• Time: January,
2014
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20. Instrument
• Saxoncourt test for Young Learners of English
(STYLE) ─ Level 1 (200 words)
• Test score ─ 120
I. Reading Section
A. Choose the correct picture. (30 points)
1. I have two rabbits. ( )
2. It is gray plane. ( )
A.
B. Make the sentences right (V) or wrong (X). (30 points)
__1. The bear is on the floor.
__2. Two pens are on the desk.
C. Match the answer to the question. (30 points)
1. _____ 2. _____
1. What time is it? A. I’m 9.
2. How old are you? B. It’s 5:30.
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D. Choose the correct English word (30 points)
1. 三明治 A. Library
2. 籃球 B. Badminton
3. 圖書館 C. Basketball
4. 羽球 D. Sandwich

21. Instrument
Lesson Plan
Story teller Chia- Ying Wu Date 2013. 9.10
Story What’s your favorite sports? Grade Fifth grade
Vocabulary football, soccer, baseball, basketball, badminton, kung fu
Sentence pattern What sports do you like? I like (tennis) and (football).
Procedure activity Time Teaching aids
Warm-up Greeting 5 ppt, flash cards
Presentation Reading story 25 ppt, storybooks
Practice Key vocabulary 10 ppt
Review Review vocabulary 5 Flash cards
Discussion Discuss the story 5 21

22. Instrument
• Schedule for English Reading Class Project
Week Date English reading class
1 September 10 Unit One- What’s your favorite sport?
2 September 17 Unit Two- Do you have a glass of cola?
3 September 24 Unit three- Do you want a pizza?
4 October 1 Unit Four- Where are you from?
5 October 8 Unit Five- Where do you live?
6 October 15 Unit Six- What do you want?
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23. Statistical Analysis
1. How can teachers’ use of English storybooks
improve fifth-grade of elementary school students’
English vocabularies?
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T-test
2. How can teachers’ use of English storybooks
improve fifth-grade of elementary school students’
reading comprehension?

24. Thank you for listening.
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