This document presents a research proposal that compares the influence of instructional supports and teaching practices on the reading skills of Year 2 students in whole language and phonics classes. The study aims to observe students' reading development and errors in both instructional settings. It also seeks to understand how students and teachers respond to phonics learning after two years of implementing the new KSSR curriculum in Malaysia, which emphasizes phonics. The proposal includes an introduction outlining the research problem and questions. It also provides definitions of key terms like whole language approach, phonics, and KSSR. The literature review discusses topics related to phonological awareness, reading instruction approaches, and the whole language method.
Research Proposal: The use of authentic materials in promoting vocabulary in ...firdausabdmunir85
This document provides a literature review on the use of authentic materials in promoting vocabulary in ESL classrooms. It defines authentic materials as materials produced for purposes other than language teaching. It discusses the advantages of using authentic materials, including improving motivation, exposing students to real language and culture, and better preparing students for the real world. It also identifies some potential challenges, such as materials containing difficult language beyond students' levels. The document reviews different types of authentic materials and considers factors like students' proficiency levels that influence material selection.
This document presents an e-poster for a research study on the problems and prospects of teaching Telugu as a second language in Mauritius. The study aims to identify difficulties teachers face in teaching Telugu and learning difficulties students face. It also aims to find solutions and investigate current teaching methodology. The researcher plans to survey Telugu students and teachers, analyze textbooks, and use interviews, questionnaires, observations, and triangulation to collect and analyze data. The expected outcomes are insights into challenges, their impact, and effective ways to address issues to benefit teachers, students, and other stakeholders in improving Telugu language teaching and learning.
TSL3143 Topic 3a Principles in Curriculum DesignYee Bee Choo
The document discusses several principles of curriculum design including selection, grading, sequencing, staging, and recycling. It explains how educational objectives and content are chosen and organized from broad aims and goals down to specific learning outcomes. Examples are also provided to illustrate how these principles can be applied when designing lessons, such as by including different learning activities and forms of assessment that provide feedback to students.
Effects of Reading Instruction Based on Cognitive Academic Language Learning ...Angcharin Thongpan
1) The document summarizes a study that examined the effects of a reading instruction method called the Cognitive Academic Language Learning Approach (CALLA) on Thai students' public administration English reading abilities and strategy use.
2) Data was collected from 30 students who received 8 weeks of CALLA reading instruction and were tested before and after on their reading comprehension and strategy use.
3) The findings showed that students' reading comprehension scores improved significantly after instruction and that they used cognitive, social/affective, and metacognitive reading strategies more frequently as a result of the CALLA approach.
The document discusses principles of materials design according to various experts including Tomlinson, Nunan, Hutchinson, and Waters. It states that while there is no universal set of principles, experts have proposed frameworks and guidelines. Nunan outlined six principles such as materials linking to curriculum and encouraging application of skills. Tomlinson proposed 16 principles including achieving impact, relevance, and accommodating learning styles. Hutchinson and Waters presented a seven-step model of needs analysis, syllabus, development, methodology, trials, evaluation and revision. The document concludes that materials writers claim to rely more on intuition than explicit principles.
High school students' use of reading strategies was examined. A survey was administered to assess how frequently students use cognitive, metacognitive, and support reading strategies. The survey also investigated which strategies students prefer. It was hypothesized that strategies perceived as more helpful would be used and liked more. Results will determine if reading strategies can enhance comprehension and ability. The study aims to explore strategy use and preferences to understand how to improve reading education.
Research proposal chapter 1 presentationjuraimiomar
This document outlines a study on factors contributing to low intrinsic motivation for learning English among students at Kolej Poly-Tech Mara Kuantan. It introduces the topic, provides background on issues like declining motivation as students age. It establishes the problem statement around factors like motivation and desire being important for second language acquisition. The document then presents the research objectives to identify contributing factors and their relationship to motivation levels, as well as how factors can lead to low motivation. Corresponding research questions are provided along with a conceptual framework and plans for a quantitative study using a questionnaire to analyze the relationship between contributing factors and motivation levels.
Content-Based and Immersion Models for ESL and EFL Language TeachingBeeJay Baje
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
Research Proposal: The use of authentic materials in promoting vocabulary in ...firdausabdmunir85
This document provides a literature review on the use of authentic materials in promoting vocabulary in ESL classrooms. It defines authentic materials as materials produced for purposes other than language teaching. It discusses the advantages of using authentic materials, including improving motivation, exposing students to real language and culture, and better preparing students for the real world. It also identifies some potential challenges, such as materials containing difficult language beyond students' levels. The document reviews different types of authentic materials and considers factors like students' proficiency levels that influence material selection.
This document presents an e-poster for a research study on the problems and prospects of teaching Telugu as a second language in Mauritius. The study aims to identify difficulties teachers face in teaching Telugu and learning difficulties students face. It also aims to find solutions and investigate current teaching methodology. The researcher plans to survey Telugu students and teachers, analyze textbooks, and use interviews, questionnaires, observations, and triangulation to collect and analyze data. The expected outcomes are insights into challenges, their impact, and effective ways to address issues to benefit teachers, students, and other stakeholders in improving Telugu language teaching and learning.
TSL3143 Topic 3a Principles in Curriculum DesignYee Bee Choo
The document discusses several principles of curriculum design including selection, grading, sequencing, staging, and recycling. It explains how educational objectives and content are chosen and organized from broad aims and goals down to specific learning outcomes. Examples are also provided to illustrate how these principles can be applied when designing lessons, such as by including different learning activities and forms of assessment that provide feedback to students.
Effects of Reading Instruction Based on Cognitive Academic Language Learning ...Angcharin Thongpan
1) The document summarizes a study that examined the effects of a reading instruction method called the Cognitive Academic Language Learning Approach (CALLA) on Thai students' public administration English reading abilities and strategy use.
2) Data was collected from 30 students who received 8 weeks of CALLA reading instruction and were tested before and after on their reading comprehension and strategy use.
3) The findings showed that students' reading comprehension scores improved significantly after instruction and that they used cognitive, social/affective, and metacognitive reading strategies more frequently as a result of the CALLA approach.
The document discusses principles of materials design according to various experts including Tomlinson, Nunan, Hutchinson, and Waters. It states that while there is no universal set of principles, experts have proposed frameworks and guidelines. Nunan outlined six principles such as materials linking to curriculum and encouraging application of skills. Tomlinson proposed 16 principles including achieving impact, relevance, and accommodating learning styles. Hutchinson and Waters presented a seven-step model of needs analysis, syllabus, development, methodology, trials, evaluation and revision. The document concludes that materials writers claim to rely more on intuition than explicit principles.
High school students' use of reading strategies was examined. A survey was administered to assess how frequently students use cognitive, metacognitive, and support reading strategies. The survey also investigated which strategies students prefer. It was hypothesized that strategies perceived as more helpful would be used and liked more. Results will determine if reading strategies can enhance comprehension and ability. The study aims to explore strategy use and preferences to understand how to improve reading education.
Research proposal chapter 1 presentationjuraimiomar
This document outlines a study on factors contributing to low intrinsic motivation for learning English among students at Kolej Poly-Tech Mara Kuantan. It introduces the topic, provides background on issues like declining motivation as students age. It establishes the problem statement around factors like motivation and desire being important for second language acquisition. The document then presents the research objectives to identify contributing factors and their relationship to motivation levels, as well as how factors can lead to low motivation. Corresponding research questions are provided along with a conceptual framework and plans for a quantitative study using a questionnaire to analyze the relationship between contributing factors and motivation levels.
Content-Based and Immersion Models for ESL and EFL Language TeachingBeeJay Baje
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
TSLB3143 Topic 1a Research in EducationYee Bee Choo
Here are three references in APA format:
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Smith, L. M. (2017). Developing reading comprehension skills in elementary students. Reading Teacher, 71(3), 295-299. https://doi.org/10.1002/trtr.1623
Brown, C. L., Schell, R., Denton, R., & Knode, E. (2019). Family literacy coaching: Partnering with parents for reading success. School Community Journal, 28(1), 63-86.
This chapter discusses different models of curriculum design, including Graves' model, Nation's Language Curriculum Design model, and Murdoch's model. It describes the goals, process, design questions, and constraints to consider in curriculum design. It then explains three approaches to curriculum design: the waterfall model, focused opportunistic approach, and layers of necessity model. The last approach involves choosing the necessary layers to complete based on available time and resources. Factors like language level, time, money, and skills influence which design approach to use.
Environment analysis is a strategic process that identifies external and internal factors that can impact an organization's performance. It aims to determine situational constraints that will strongly influence course goals, content, teaching methods, and assessments. For example, an analysis of a Japanese English course for 6-9 year olds found key constraints included limited class time, the learners' interest in English, their preference for Japanese, varied English proficiency levels, and prior learning as native speakers. This led to effects on curriculum design like emphasizing parent guidance, fun activities, continuity between lessons, teacher-centered and meaning-focused instruction, and language-focused exercises. Environment analysis involves systematically considering all relevant factors and their effects to fully account for them in course
1. The document discusses environment analysis, which involves analyzing constraints and factors related to the teaching situation that could impact course design. These include the learners, teachers, and teaching/learning environment.
2. An example is provided of an environment analysis for a course for young Japanese learners who had lived abroad and were taking weekly classes to maintain their English skills back in Japan. Key constraints included limited class time and opportunities to use English outside class.
3. The constraints could affect curriculum design, such as guiding parents to provide extra English practice, using fun, meaningful activities to maintain student interest, and focusing on teacher-centered rather than pair/group work due to the language barrier. A wider analysis may also consider
Research proposal : The use of mind map in writing literary essayshazilaabdullah
This research proposal examines the effectiveness of using mind maps to help secondary students write literary essays. It hypothesizes that using mind maps can improve students' ability to organize ideas and will lead to higher scores on literary essays. The study will use an experimental design with a treatment group that receives training on using mind maps and a control group. Both groups will take a pre-test and post-test literary essay to measure score gains. A questionnaire will also gather students' perceptions of using mind maps. The study aims to provide evidence on whether mind maps improve literary essay writing and organization of ideas.
This document outlines the principles of non-directive teaching, which is a student-centered approach based on counseling techniques. The key aspects are that the teacher acts as a facilitator rather than instructor, helping students explore ideas related to their own lives through discussion and problem-solving. The goal is to build lifelong learning skills rather than focus on short-term content, with an emphasis on positive human relationships between students and teachers working as partners.
The document discusses the historical development of language assessment in Malaysia and changing trends. It describes 4 stages of development: pre-Independence, post-Razak Report, post-RahmanTalib Report, post-Cabinet Report, and current reforms under the Malaysia Education Blueprint. Key changes include establishing a common exam system, introducing school-based assessment, and shifting the focus to higher-order thinking skills. Contributing factors to changing trends include education reforms, recommendations from government reports, and poor performance on international assessments. The role of assessment in education is increasingly seen as integrated with instruction rather than just auditing learning.
This document contains a research proposal submitted by Noor Hasmida Binti Mohd Khair to study the use of ICT in teaching visual arts and design. The proposal includes an introduction providing background on ICT and how it relates to visual arts. It then states the problem being examined, which is students' lack of interest and skills in visual arts. The objectives are to determine how ICT can motivate students, improve artwork quality, and enhance teaching effectiveness. The proposal also includes research questions, hypotheses, definitions of key terms, and limitations. The significance is explained as providing benefits to students, teachers, and educational institutions for developing creative skills using ICT.
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
The document discusses definitions of curriculum and the relationship between curriculum and instruction. It provides several conceptions of curriculum from narrow (subjects taught) to broad (all learner experiences). Curriculum can be defined by its purposes, contexts, or strategies. Models of the curriculum-instruction relationship are presented, including dualistic, interlocking, concentric, and cyclical. For curriculum to be considered a discipline, it must have principles, a body of knowledge and skills, and theoreticians and practitioners.
This document discusses the importance and process of conducting a needs analysis for curriculum development. It explains that needs analysis originated in the 1960s-1970s for language teaching and identifies several purposes, including determining student needs, evaluating existing curriculums, and identifying gaps. The document outlines procedures for administering a needs analysis, such as determining the target population, collecting information through questionnaires and interviews, and designing the analysis. Overall, needs analysis is presented as a crucial first step to ensure curriculum validity and relevance for students.
This document discusses standards-based assessment in language education. It defines standards as statements of what students should know and be able to do. There are three types of standards: content, performance, and proficiency. Standards are aimed at developing students' communication, culture, connections, comparisons, and communities. Teachers take on facilitator and assessment roles, while students are active partners in learning. Assessment focuses on authentic performance tasks to demonstrate competencies. Characteristics of standards-based classrooms include respect, diversity, maximizing learning time, and connecting lessons to experience. Supporters argue it measures outputs over inputs and ensures priority on standards, while critics say standards may be inappropriate or burden instructors.
This document discusses various approaches to integrating language skills and teaching language skills. It discusses content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching as models for integrating skills. It then provides details on teaching listening, speaking, reading, writing, grammar, vocabulary and conversation. For each skill, it discusses relevant research, types of classroom performance, principles for designing techniques, and examples of techniques.
This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when reading.
The document discusses several principles for adapting teaching materials, including relating materials to objectives, choosing materials students can use effectively, and considering learner needs. It also lists key learner variables like personality, motivation, attitude, aptitude, and preferred learning styles that impact material design. Contextual factors like age, interests, mother tongue, and reasons for learning should be considered when planning. Factors like a country's use of English, available resources, and class environment also affect course planning.
Topic 10 Issues and Concerns Related to Assessment in MalaysiaYee Bee Choo
The document discusses issues with Malaysia's exam-oriented education system and efforts to introduce alternative assessment approaches. It notes that the current system overly emphasizes exams and rote learning. School-based assessment is being introduced to allow for more holistic and continuous evaluation of students' cognitive, affective, and psychomotor development. This includes assessments of academic performance, physical education, and psychological traits. The goal is to reduce teaching focused solely on exams and enable evaluation of a broader range of skills.
The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.
TSL3143 Topic 5a Curriculum and the TeacherYee Bee Choo
The document discusses the different roles of a teacher in relation to the curriculum. It identifies the teacher as a practitioner, researcher, analyst, and decision-maker. As a practitioner, the teacher understands the concepts and structures of their discipline and creates meaningful learning experiences. As a researcher, the teacher commits to systematically questioning their own teaching to develop and investigate pedagogical problems. As an analyst, the teacher interacts with students to motivate and encourage them. Finally, as a decision-maker, the teacher structures the learning environment and makes decisions to manage the classroom.
This document discusses planning remedial and enrichment activities for teaching listening and speaking skills in primary ESL classrooms. It defines remedial activities as extra guidance for students struggling to keep up, and enrichment activities as challenging optional activities to keep higher-performing students occupied. Examples are given of both types of activities, like phonics exercises for remedial work and storytelling for enrichment. Guidelines are provided for identifying students in need of remedial versus enrichment work, and for determining what type of additional activities would be suitable based on factors like time available and skills being taught.
This research proposal aims to investigate how to improve the quality of education in Sabah, Malaysia through effective school inspections. It will examine the responsibilities of school inspectors, hindrances to their effective performance of duties, and ways to improve their performance. Recent international test results have shown a decline in Malaysian students' performance, so there is a need to strengthen the role of school inspections in maintaining education quality standards. The study will interview Sabah state inspectors and a sample of school inspectors to understand their perspectives and identify issues. Findings hope to benefit inspectors, teachers, administrators and the Ministry of Education in enhancing supervisory practices and the overall education system in Malaysia.
This document is a research proposal by Dabney Luang Anak Pengehan examining disciplinary problems at one school in Sarawak, Malaysia. The study aims to identify factors that cause disciplinary issues, ways to improve school discipline, and the effect of school management on discipline. It provides background on the prevalence of disciplinary problems in Malaysian schools. The research will examine these issues through a sample of 30 teachers at SMK Rosli Dhoby in Sibu, Sarawak. The document outlines the objectives, research questions, hypotheses, significance, limitations, and definitions used in the study.
TSLB3143 Topic 1a Research in EducationYee Bee Choo
Here are three references in APA format:
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Smith, L. M. (2017). Developing reading comprehension skills in elementary students. Reading Teacher, 71(3), 295-299. https://doi.org/10.1002/trtr.1623
Brown, C. L., Schell, R., Denton, R., & Knode, E. (2019). Family literacy coaching: Partnering with parents for reading success. School Community Journal, 28(1), 63-86.
This chapter discusses different models of curriculum design, including Graves' model, Nation's Language Curriculum Design model, and Murdoch's model. It describes the goals, process, design questions, and constraints to consider in curriculum design. It then explains three approaches to curriculum design: the waterfall model, focused opportunistic approach, and layers of necessity model. The last approach involves choosing the necessary layers to complete based on available time and resources. Factors like language level, time, money, and skills influence which design approach to use.
Environment analysis is a strategic process that identifies external and internal factors that can impact an organization's performance. It aims to determine situational constraints that will strongly influence course goals, content, teaching methods, and assessments. For example, an analysis of a Japanese English course for 6-9 year olds found key constraints included limited class time, the learners' interest in English, their preference for Japanese, varied English proficiency levels, and prior learning as native speakers. This led to effects on curriculum design like emphasizing parent guidance, fun activities, continuity between lessons, teacher-centered and meaning-focused instruction, and language-focused exercises. Environment analysis involves systematically considering all relevant factors and their effects to fully account for them in course
1. The document discusses environment analysis, which involves analyzing constraints and factors related to the teaching situation that could impact course design. These include the learners, teachers, and teaching/learning environment.
2. An example is provided of an environment analysis for a course for young Japanese learners who had lived abroad and were taking weekly classes to maintain their English skills back in Japan. Key constraints included limited class time and opportunities to use English outside class.
3. The constraints could affect curriculum design, such as guiding parents to provide extra English practice, using fun, meaningful activities to maintain student interest, and focusing on teacher-centered rather than pair/group work due to the language barrier. A wider analysis may also consider
Research proposal : The use of mind map in writing literary essayshazilaabdullah
This research proposal examines the effectiveness of using mind maps to help secondary students write literary essays. It hypothesizes that using mind maps can improve students' ability to organize ideas and will lead to higher scores on literary essays. The study will use an experimental design with a treatment group that receives training on using mind maps and a control group. Both groups will take a pre-test and post-test literary essay to measure score gains. A questionnaire will also gather students' perceptions of using mind maps. The study aims to provide evidence on whether mind maps improve literary essay writing and organization of ideas.
This document outlines the principles of non-directive teaching, which is a student-centered approach based on counseling techniques. The key aspects are that the teacher acts as a facilitator rather than instructor, helping students explore ideas related to their own lives through discussion and problem-solving. The goal is to build lifelong learning skills rather than focus on short-term content, with an emphasis on positive human relationships between students and teachers working as partners.
The document discusses the historical development of language assessment in Malaysia and changing trends. It describes 4 stages of development: pre-Independence, post-Razak Report, post-RahmanTalib Report, post-Cabinet Report, and current reforms under the Malaysia Education Blueprint. Key changes include establishing a common exam system, introducing school-based assessment, and shifting the focus to higher-order thinking skills. Contributing factors to changing trends include education reforms, recommendations from government reports, and poor performance on international assessments. The role of assessment in education is increasingly seen as integrated with instruction rather than just auditing learning.
This document contains a research proposal submitted by Noor Hasmida Binti Mohd Khair to study the use of ICT in teaching visual arts and design. The proposal includes an introduction providing background on ICT and how it relates to visual arts. It then states the problem being examined, which is students' lack of interest and skills in visual arts. The objectives are to determine how ICT can motivate students, improve artwork quality, and enhance teaching effectiveness. The proposal also includes research questions, hypotheses, definitions of key terms, and limitations. The significance is explained as providing benefits to students, teachers, and educational institutions for developing creative skills using ICT.
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
The document discusses definitions of curriculum and the relationship between curriculum and instruction. It provides several conceptions of curriculum from narrow (subjects taught) to broad (all learner experiences). Curriculum can be defined by its purposes, contexts, or strategies. Models of the curriculum-instruction relationship are presented, including dualistic, interlocking, concentric, and cyclical. For curriculum to be considered a discipline, it must have principles, a body of knowledge and skills, and theoreticians and practitioners.
This document discusses the importance and process of conducting a needs analysis for curriculum development. It explains that needs analysis originated in the 1960s-1970s for language teaching and identifies several purposes, including determining student needs, evaluating existing curriculums, and identifying gaps. The document outlines procedures for administering a needs analysis, such as determining the target population, collecting information through questionnaires and interviews, and designing the analysis. Overall, needs analysis is presented as a crucial first step to ensure curriculum validity and relevance for students.
This document discusses standards-based assessment in language education. It defines standards as statements of what students should know and be able to do. There are three types of standards: content, performance, and proficiency. Standards are aimed at developing students' communication, culture, connections, comparisons, and communities. Teachers take on facilitator and assessment roles, while students are active partners in learning. Assessment focuses on authentic performance tasks to demonstrate competencies. Characteristics of standards-based classrooms include respect, diversity, maximizing learning time, and connecting lessons to experience. Supporters argue it measures outputs over inputs and ensures priority on standards, while critics say standards may be inappropriate or burden instructors.
This document discusses various approaches to integrating language skills and teaching language skills. It discusses content-based instruction, theme-based instruction, experiential teaching, the episode hypothesis, and task-based teaching as models for integrating skills. It then provides details on teaching listening, speaking, reading, writing, grammar, vocabulary and conversation. For each skill, it discusses relevant research, types of classroom performance, principles for designing techniques, and examples of techniques.
This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when reading.
The document discusses several principles for adapting teaching materials, including relating materials to objectives, choosing materials students can use effectively, and considering learner needs. It also lists key learner variables like personality, motivation, attitude, aptitude, and preferred learning styles that impact material design. Contextual factors like age, interests, mother tongue, and reasons for learning should be considered when planning. Factors like a country's use of English, available resources, and class environment also affect course planning.
Topic 10 Issues and Concerns Related to Assessment in MalaysiaYee Bee Choo
The document discusses issues with Malaysia's exam-oriented education system and efforts to introduce alternative assessment approaches. It notes that the current system overly emphasizes exams and rote learning. School-based assessment is being introduced to allow for more holistic and continuous evaluation of students' cognitive, affective, and psychomotor development. This includes assessments of academic performance, physical education, and psychological traits. The goal is to reduce teaching focused solely on exams and enable evaluation of a broader range of skills.
The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.
TSL3143 Topic 5a Curriculum and the TeacherYee Bee Choo
The document discusses the different roles of a teacher in relation to the curriculum. It identifies the teacher as a practitioner, researcher, analyst, and decision-maker. As a practitioner, the teacher understands the concepts and structures of their discipline and creates meaningful learning experiences. As a researcher, the teacher commits to systematically questioning their own teaching to develop and investigate pedagogical problems. As an analyst, the teacher interacts with students to motivate and encourage them. Finally, as a decision-maker, the teacher structures the learning environment and makes decisions to manage the classroom.
This document discusses planning remedial and enrichment activities for teaching listening and speaking skills in primary ESL classrooms. It defines remedial activities as extra guidance for students struggling to keep up, and enrichment activities as challenging optional activities to keep higher-performing students occupied. Examples are given of both types of activities, like phonics exercises for remedial work and storytelling for enrichment. Guidelines are provided for identifying students in need of remedial versus enrichment work, and for determining what type of additional activities would be suitable based on factors like time available and skills being taught.
This research proposal aims to investigate how to improve the quality of education in Sabah, Malaysia through effective school inspections. It will examine the responsibilities of school inspectors, hindrances to their effective performance of duties, and ways to improve their performance. Recent international test results have shown a decline in Malaysian students' performance, so there is a need to strengthen the role of school inspections in maintaining education quality standards. The study will interview Sabah state inspectors and a sample of school inspectors to understand their perspectives and identify issues. Findings hope to benefit inspectors, teachers, administrators and the Ministry of Education in enhancing supervisory practices and the overall education system in Malaysia.
This document is a research proposal by Dabney Luang Anak Pengehan examining disciplinary problems at one school in Sarawak, Malaysia. The study aims to identify factors that cause disciplinary issues, ways to improve school discipline, and the effect of school management on discipline. It provides background on the prevalence of disciplinary problems in Malaysian schools. The research will examine these issues through a sample of 30 teachers at SMK Rosli Dhoby in Sibu, Sarawak. The document outlines the objectives, research questions, hypotheses, significance, limitations, and definitions used in the study.
This document is a research proposal submitted by Mohammad Norshim Bin Mohamed Hashim to study the effectiveness of student involvement in leadership at UiTM Shah Alam. The study will use a quantitative questionnaire to examine students' perceptions of how leadership skills, personality, and motivation affect the effectiveness of leadership involvement. The literature review discusses theories of leadership, the role of personality and motivation in leadership, and establishes a conceptual framework linking leadership to personality and motivation. The methodology describes the quantitative research design using random sampling of 60 students and a questionnaire to collect data on students' perceptions.
This document provides an assessment of value added tax (VAT) administration practices in Yirgalem town, Ethiopia from 2004-2006. It was submitted by Abraham Sewnet to fulfill requirements for a B.A. degree in accounting and finance from Hawassa University. The study focuses on identifying challenges in VAT administration and compliance from the perspectives of taxpayers and tax authorities. Literature on VAT is reviewed, including definitions, types of VAT, terminology, and theoretical frameworks. The study aims to assess factors creating administrative problems, compliance with rules and regulations, major issues in VAT collection, and impacts on prices and customer behavior. It is intended to assist policymakers and taxpayers in understanding VAT and improving the system.
The document provides an overview of the key elements that should be included in a research proposal. It discusses the purpose of a research proposal is to convince others that the proposed research project is worthwhile and that the investigator has the competence and work plan to complete it. The main elements that should be included in a research proposal are an introduction section outlining the background, problem statement, objectives, literature review, methodology, ethical considerations, time schedule and references.
The research report summarizes a study on the effect of liming on soil pH and the growth of maize plants. Three levels of liming were applied - 0, 0.5, and 1 metric ton per hectare. Soil pH increased with higher liming rates, from 5.16 to 6.61. Maize plant height also increased with liming rate, from 121.11 cm with no liming to 109.4 cm with the highest rate. The results indicate that liming raised soil pH and benefited the growth of maize plants at the study site.
This document outlines the introduction chapter of a study on the effectiveness of using multimedia in teaching visual art education to secondary school students. It discusses the problem that visual art education is seen as less important than other subjects and students lack interest in it. The objectives are to determine multimedia's effectiveness, identify suitable teaching methods, and problems in teaching visual art. Research questions focus on these areas. Key terms like visual art education and multimedia are operationally defined. The study is limited to Form 4 students and compares traditional and multimedia teaching methods. The significance is that findings can improve the visual art curriculum's benefits.
This document outlines a research proposal that investigates teachers' perceptions of assessing students' oral reading skills in rural primary schools. The study aims to understand teachers' views on reading aloud assessments, and whether their perceptions differ based on years of teaching experience or education level. A mixed methods approach is proposed, using questionnaires to collect quantitative data on 80-120 teachers, and interviews of 12 teachers to obtain qualitative views. The research questions focus on teachers' perceptions of reading assessments, any differences related to experience or qualifications, and factors influencing perceptions. The significance, limitations, and methodology are described in the proposal.
This document is a research proposal that examines motivational factors and learning strategies among students learning English as a second language at IKM Jasin. The proposal contains an introduction outlining the background and purpose of the study. It states the problem being examined is the low English proficiency of many IKM Jasin students based on exam results. The objectives are to determine students' motivational factors for learning English and identify strategies used by proficient students. The proposal outlines the research questions, definitions, limitations, and significance of the study which is to help teachers improve students' English skills. A literature review will examine language learning strategies and motivational factors related to second language acquisition.
This action research proposal aims to explore strategies to help primary school students overcome reading problems in English. The researcher plans to implement an English Language Learning and Reading Program (ELLARP) using activities like assemblies, workshops, buddy reading, and a mobile library. Data will be collected through observation and interviews to analyze the types of reading difficulties students face and the effectiveness of different teaching strategies. The goal is to help students develop a more positive attitude towards reading in English and increase their language proficiency over the long term.
This paper was presented at the Hawaii International Conference on Systems Sciences in Waikoloa, Hawaii, Jan. 5-8, 2009. It describes a proposal for empirical research into project management practices that determine success or failure of I.T.-intensive projects.
This project proposal outlines a plan to reorganize the Individual Program Plan binders at a preschool for children with developmental challenges. Currently, the binders lack organization and could provide more detailed information. The proposal aims to: 1) Add divider tabs and restructure the binders into 4 clear sections for easier information access, and 2) Research additional developmental and diagnostic information to include in the binders. The phases of work include assessing needs, purchasing organization materials, creating a table of contents, labeling dividers, rearranging binder content into the new structure, and including approved research articles. The result will be binders that are better organized and provide more support and guidance to staff, volunteers, and students working with each
Edu 626 week 6 final paper research proposalconvinala1988
This document provides instructions for a research proposal final paper assignment. It outlines the required sections of the paper, which include: a title page, abstract, introduction describing the research purpose and questions/hypotheses, a literature review summarizing related research findings and references, a methodology section describing the proposed research methods, conclusions and recommendations summarizing expected findings and implications, and a references page citing at least 10 references used. The paper must be a minimum of 10-12 pages not including the title page or references.
IT Research Proposal – Comparative Technology AnalysisDavid Thompson
CloudReach is considering shifting from IPsec VPN to SSL VPN to improve remote worker connectivity and productivity while reducing communication costs. Goldman Sachs is also examining moving from dedicated MPLS WAN to a hybrid WAN to lower expenses. The report makes recommendations for both companies to effectively implement these changes, including segmenting applications by criticality for Goldman Sachs. Currently, both companies use VPN which provides secure access to resources in a cost-effective way by controlling access rights and enhancing remote worker productivity while reducing communication costs.
Writing a research proposal is quite challenging especially for those undertaking English Language Education. This article attempts to provide insight concerning proposal writing.
This study aims to analyze the effectiveness of high performance management at Hewlett Packard. It will use an experimental research design to study how high performance management impacts employee commitment. The sample will include HP employees surveyed using purposive sampling. Secondary data from journals, reports and online sources will be analyzed. The study expects to conclude how high performance techniques influence workers and make recommendations.
The document discusses suggestopedia as a method for teaching speaking to young language learners. Suggestopedia was introduced by Georgi Lozanov and aims to harness non-conscious influences to optimize learning. It uses desuggestion and suggestion to lower students' affective filters and motivate their mental potential. Key features include a comfortable classroom environment, the use of Baroque music, peripheral learning from classroom displays, tolerance of errors, limited homework, and integrating music, drama and art. The method involves presentation of materials, concerts with readings accompanied by music, and practice through role-plays and games. Advantages include a comprehensible input approach and learning from both direct instruction and the classroom environment, while disadvantages include potential lack of focus
This research proposal examines the impact of a year-round education (YRE) calendar on kindergarten students and their parents in the Bardstown City School District in Kentucky. The proposal provides background on the development of the traditional 180-day school calendar and the rise of YRE as an alternative. It then states the problem that while Bardstown has seen improved test scores and attendance with YRE, no data exists on parental perceptions of its impact on family life and the quality of learning. The study aims to survey parents before and after one year of YRE to determine their views in these areas. It outlines the research questions, limitations, and framework to guide the research.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
Effect of Teachers’ Competence in English Phonology on Reading Ability among ...paperpublications3
Abstract: Good performance in English opens doors to many lucrative careers locally and internationally. Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to determine the effect of teachers’ competence on reading ability among pre-school children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive and inferential statistics. The study findings revealed that there are more female pre-school teachers than male. It was also found that most of the pre-school teachers were inexperienced. Results indicated that the teachers’ competency in English phonology was below average. The study results indicated that the pre-school children reading ability was poor. Teacher competency in English phonology was found to have a positive significant effect on reading ability of pre-school children (β= .307, p<0.05). The study concluded that pre-school teaching is a gendered profession characterized by low competency in English phonology. It was also concluded that teacher competency in English phonology has a bearing on the reading ability of pre-school children. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: Effect of Teachers’ Competence in English Phonology on Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
The document discusses three articles that aim to help English language learners develop literacy skills and content knowledge, specifically in science, simultaneously. Vocabulary plays an important role in reading comprehension for ELLs. The articles examine strategies like word walls, science notebooks, and questioning that incorporate both literacy development and content learning. They found these approaches improved ELLs' skills when teachers were aware of students' English proficiency levels.
The document discusses vocabulary instruction for students taking Intensive English Courses at a university. It notes that students struggle with vocabulary which affects their reading comprehension, paraphrasing, and summarizing abilities. The document then reviews literature on the importance of vocabulary for reading comprehension, the kinds of reading needed for vocabulary growth, and effective instructional methods for vocabulary development. Research shows direct instruction of necessary words, multiple exposures, contextual learning, and active engagement are most effective. Both incidental and intentional learning are important.
This document summarizes a research study that investigated the relationship between English teachers' beliefs about reading instruction and their actual classroom practices at a university in Lithuania. The study found that while the teachers believed in a skills-based approach focusing on vocabulary, reading aloud, and translation, research supports a metacognitive strategies approach as being most effective for academic reading. The study used video stimulated recall to understand teachers' beliefs and compared them to current research on best practices for teaching reading.
This document provides background information for a research proposal examining the effects of oral literature on teaching and learning English in primary schools in Uganda. It discusses the historical use of oral literature in teaching English and outlines the study's objectives, which are to determine the forms of oral literature that enhance English learning, the effects of oral literature on English learning, and problems faced in teaching oral literature. The document reviews related literature on oral literature and conceptualizes it in relation to this study.
Running head THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 1 .docxtoltonkendal
Running head: THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 1
The Effectiveness of Using a Narrative Input Chart on Learning Advanced Vocabulary
Student Name
EDGR 601
Instructor: Instructor Name
A Literature Survey Presented to
The Graduate Program in Partial Fulfillment of the Requirements
For the Degree of Masters in Education
Concordia University - Portland
May, 2012
THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 2
Literature Review
This literature review was undertaken in an effort to investigate the question: how does
the use of narrative input charts improve the understanding of advanced science vocabulary
among seventh grade science students? In order for students to be ready for entry level college
coursework they must have excellent reading comprehension skills. The relationship between
vocabulary knowledge and reading comprehension is herein considered. Additionally, ineffective
and effective vocabulary instruction strategies are described.
In 2005, ACT college admissions test results showed that high school students in the
United States do not have the reading comprehension skills needed for entry level college
coursework (ACT, Inc. 2006). According to the 2005 ACT-scores for high school graduates,
51% were ready for college level reading (ACT, Inc. 2006). The percentage of college readiness
was even lower for some groups. It is known that 49% of male students demonstrated readiness
and 33% of students with family incomes less than $30, 000/year demonstrated readiness.
Minority student’s scores were low as well. The results showed that 21% African American,
33% Hispanic, and 36% Native American students met the readiness benchmark for reading
(ACT, Inc. 2006). ACT further reports that since 1996 scores have steadily declined resulting in
the 51% being the lowest in the past twelve years (ACT, Inc. 2006).
The Relationship between Vocabulary Knowledge and Reading Comprehension
In this literature review the relationship between the acquisition of academic vocabulary
and improved reading comprehension is examined. The purpose of learning new words is to
improve reading comprehension (Beck, McKowen & Kucan, 2008). Many research studies
THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 3
conducted over the course of many years have concluded that acquiring rich and varied
vocabulary is critical in improving student reading comprehension (National Governors
Association Center for Best Practices, Council of Chief State School Officers, 2010). Harmon,
Hedrick and Wood (2005) report that student difficulty in understanding their textbooks results
from a lack of vocabulary knowledge. It has been shown that students that received high scores
on vocabulary tests also scored high on reading comprehension tests. It is also known that early
vocabulary knowledge can predict reading comprehension skills well into high school (Beck et
al., 2008). Of g ...
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document compares the perceptions of effective teaching behaviors between graduates from two English teacher training programs in Turkey - the English Language Teaching (ELT) department and the English Language and Literature (ELL) department. The ELT program spreads methodology courses across four years, while the ELL program concentrates these courses into the final 1.5 years. A questionnaire was administered to 22 ELT and 22 ELL pre-service teachers to investigate differences in their perceptions. Interviews were also conducted with 4 participants from each group. The study aims to determine if perceptions differ between the two groups who receive different amounts and timing of methodology training.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document reports on a study that compared the perceptions of effective teacher behaviors between graduates from two English teacher preparation programs in Turkey: the English Language and Literature (ELL) department and the English Language Teaching (ELT) department. The study administered a questionnaire to ELL and ELT pre-service teachers and conducted independent samples t-tests to analyze differences between the groups. Interviews were also conducted with select participants. The results found no significant differences between the groups' perceptions of most categories, except for error correction, where perceptions differed significantly.
This document summarizes a study that investigated teacher questioning practices during reading lessons in secondary schools in Indonesia. The study observed three English teachers from three different schools. It found that the teachers relied heavily on questions provided in textbooks for their reading lessons and pedagogy. As a result, the teachers were mainly exposed to and asked low-level questions in their lessons. The study provided insights into teacher questioning strategies in a foreign language context in Indonesia and implications for improving reading instruction through higher-level questioning.
This study aimed to determine the effectiveness of using the mother tongue language as a tool for teaching mathematics to grade 3 pupils in Hondagua Elementary School. A total of 115 grade 3 pupils were surveyed about their performance in examinations on the four fundamental operations. Most respondents were 8 years old females. Examination results showed that half of respondents scored 10 out of 10 in multiplication, making it the most learned operation, while division was least learned with most scoring below average. The study concluded that using the mother tongue language benefits learning as it allows pupils to easily understand concepts.
The article attempts to examine the importance of balancing linguistic competence and teaching performance in learning and teaching English as a foreign language. It explains, how important is for English of a foreign language has good knowledge of grammar and vocabulary (linguistic competence) as well as strategies or methods (performance) to help students in their classroom. To reach this goal, it is suggested that EFL teachers should be continuously in professional development training to develop these skills.
This study investigates teaching/learning vocabulary. Mainly, studying the techniques used by EFL teachers in teaching vocabulary and also learners’ strategies to learn vocabulary. The particular research parameter that will be used in this study is the questionnaire for gathering data; the researchers are going to describe the phenomena under investigation. Students’ questionnaire was supposed to examine the strategies that are adopted by learners for learning vocabulary in English. In addition to that there was teachers’ questionnaire that is supposed to examine the techniques, which are used by teachers in teaching new vocabulary. The study reveals how secondary school learners use a variety of vocabulary learning strategies. Students as teachers preferred many of these strategies and techniques that help a lot in pushing the process of learning and teaching vocabulary forward. Overall students and teachers know high frequency vocabulary and how to use it.
This research examines best practices for teaching vocabulary through a review of current literature and interviews with experienced teachers. It finds that explicit vocabulary instruction is crucial, such as directly teaching word meanings, usage, and context. Integrating various instructional methods like explanations, mnemonic devices, visual aids, and real-world applications can enhance student comprehension and retention of new words. The study aims to identify the most effective vocabulary teaching strategies to help educators optimize instruction and promote student language development.
- Applied linguistics aims to solve real-world language problems by applying linguistic knowledge. It considers factors like social, political, economic, etc.
- Determining the optimum age to start foreign language learning is a problem applied linguists must address. While biological factors support early learning, local conditions also influence success.
- Applied linguistics approaches language teaching and learning problems through second language acquisition research, language proficiency testing, teaching language for specific purposes, and curriculum design.
This document describes a school-wide literacy strategy to improve oral reading fluency for English language learners using a Response to Intervention (RtI) model. It proposes implementing a poetry performance where students read poems aloud individually and in groups. The performance aims to increase students' prosody, or ability to read with expression, through repeated practice. Benchmark assessments will monitor students' fluency progress and identify those needing additional support.
A Study of the Effects of Competitive Team-Based Learning and Structured Academic Controversy on the Language Proficiency of Iranian EFL College Seniors
Seyed Mohammad Hassan Hosseini, PhD (TESOL)
E-mail: mhhosseini73@yahoo.com
• This article was published at the International Journal of Adult Vocational Education and Technology, 3 (2012): 54-69.
See http://beyondelt.blogfa.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
1. FACULTY OF EDUCATION
EDU 702: RESEARCH METHODOLOGY
RESEARCH PROPOSAL
THE INFLUENCE OF INSTRUCTIONAL SUPPORTS AND TEACHING PRACTICES ON
YEAR TWO STUDENTS’ READING SKILL
A Comparative Study in Whole Language and Phonics Classes
BY:
NURUL HANA BINTI MOHD NAZRI (2011146955)
M. ED TESL (ED770)
PREPARED FOR:
ASSOCIATE PROF. DR. TEOH SIAN HOON
2. TABLE OF CONTENT
Page
Chapter 1
Introduction 1–3
Statement of Research Problem 3–4
Research Objectives 5
Research Questions 5
Operational Definition 6–8
Significance of the Study 8
Limitation of the Study 8
Chapter 2
Literature Review 9 – 19
Chapter 3
Methodology 20
Research Design 20 – 21
Sample and Participants 21
Instrumentation 22 – 23
Data Analysis 23
Reference
Appendices
3. THE INFLUENCE OF INSTRUCTIONAL SUPPORTS AND TEACHING PRACTICES
ON YEAR TWO STUDENTS’ READING SKILL
A Comparative Study in Whole Language and Phonics Classes
INTRODUCTION
1.1 Introduction
In most ESL classrooms, recent changes in reading instruction have included a
movement away from the traditional skill-based approach to what has been
termed reading through ‘phonics’. However, many question the effectiveness in
the traditional approach as compared to the new and hip approach which is
practiced worldwide as being termed as the ‘whole language approach.
In Malaysia, the government has introduced this type of approach in the
new syllabus of English Language for the new curriculum, the KSSR. Starting
from the Year 1, the pupils will be exposed to the systematic reading instruction
as opposed to the past curriculum which firmly anchored to the skill-based
approach. Previously, the syllabus in English Language for primary school
divided into four major skills of a language which are listening, speaking, reading
and writing. However, the introductory of the new curriculum back in 2011, the
KSSR, proposed that English language teaching and learning should be diverted
from examination-oriented skills and more focus should be paid to the
communicative and authentic skills in the language. So, the government
introduced the new approach to the language which diverted away from the chalk
and talk lessons to a more sound system approach in order to gain basic literacy.
4. It is however a ‘back-to-basic-approach and conventional method’ whereby the
phonics is outlined as basic principles in learning to read as compared to the
whole-language that is considered as revolutionary. It also includes all the skills
needed in a language (listening and speaking, reading, writing) plus the language
art as a guideline in teaching and learning in primary schools. The assessment of
the subject is no longer summative, but a school-based assessment is
introduced. The students are assessed and evaluated through their six years of
primary schooling based on a banding system. Although English language
teachers who have been practitioners of this whole-language approach in KBSR
for the past years, this may seem a bit odd in a way of adapting phonics and
basal reading to their teaching.
The common element of these reading approaches however is still an
early focus on teaching of English grapheme-phoneme correspondence to read
and write alphabetically (decoding and encoding). Thus, for most ESL teachers,
early and systematic emphasis on decoding leads to better achievement than
less systematic phonics instruction. Although most studies on beginning reading
provide strong evidence that explicit teaching of phonics improves word
identification in reading (Adam,1990; Chall, 1967), they say little about the
differences in ways of learning phonics under the various kinds of reading
instruction (Thompson, Johnston, 1993). The question whether research
supports a ‘phonics first’ approach to the teaching of reading is especially hard to
answer since it is partly a matter of values and opinions (McKenna, Stahl,
Reinking,1994). Various lines of research demonstrate that children do not need
5. intensive phonics instruction to develop the functional command of letter or
sound patterns that they need as readers (Weaver,1990). Proponents of whole
language make it clear that phonics instruction is required (Goodman,1992;
Newman, Church, 1990), but distinguish between embedding phonics instruction
in whole language lessons and teaching isolated skills, as has been typical in
traditional approaches. It is assumed that embedded phonics instruction in the
context of reading authentic literature and invented spelling may be as effective
as other forms of phonics instruction (Freppon, Dahl, 1991).
The component of written language is much affected to the exposure of
the development of recognition and spelling. This exposure happens in all
language classes including the whole language classes. However, it may be
differences in the challenge of the material read by the children that lead to
variability in the use of various strategies and achievement (Beck,
McCaslin,1978). “The types of words which appear in beginning reading texts
may well exert a more powerful influence in shaping children’s word identification
strategies than the method of reading instruction” as being pointed out by Juel &
Roper-Schneider (1985).
1.2 Statement of Research Problem
For years, people have been searching for the best approach to teach children to
read. Traditionally, the use of phonics is a popular approach among the teachers
to teach reading by associating letters or graphemes with the sounds. However,
many questions on the effectiveness as learning to read with phonics have
6. ignored the literary element of reading (Puerro, Michelle, 1997). The way the
children learn to read will contribute on their cognitive development especially in
reading and writing. A general assumption is made that the way in which children
learn the written language differs according to the way the teacher presents it.
Normally, reading skill is evaluated as one of the language skill in
Malaysian school English language syllabus. Not much attention was given to the
materials such as stories as they did not being recorded as a formal evaluation.
Teachers should not be blamed as the pressure to pass the examination is
greater as compared to be a successful reader. Therefore, this has failed to
develop a reading-habit nation especially in the youngsters.
As this study is a replicate of a study that has been done previously by
Puerro and Michelle, 1997, the aim of the study is to observe the effects on
whole-language approach and basal-reading approach to improve reading skill.
First, this study aims to see through analysis of the errors, the children’s
conceptual understanding of the oral and written units and the relation between
those units. The second purpose is to interpret the children’s representations of
the written language in light of the instructional differences between the two
classes.
7. 1.3 Research Objective
This study is intended to see whether by adopting a social construction
perspective on literacy can make visible instructional influence on learning to
read. It is a comparative study which compares the Year 2 acquisition of literacy
in two different instructional settings. Reading development is observed both in
traditional setting of phonics classroom and in a whole language classroom.
The research aims to find out:
1. What strategies teachers can use to help students further develop
phonics skills and apply them actively in their learning;
2. Whether the development of phonics skills can enhance students’
confidence and competence in reading as well as spelling.
1.4 Research Questions
This study will be guided by the following research questions;
i. Will students in phonics classroom show higher achievement in reading as
compared to the students in whole language classroom?
ii. How do our students respond to phonics learning?
8. iii. How do teachers perceive phonics learning after two years’ experience in
adapting the pendulum swing of diverting the instructional methods in
teaching reading, from a whole-language approach in KBSR syllabus to
sound system and phonics approach in KSSR?
1.5 Operational Definition
1.5.1 Whole-language approach
The whole-language approach advocates the holistic teaching of reading
throughout the language curriculum and emphasis the importance of a print-rich
environment (Hempenstall, 1996). The teaching of letter-sound correspondences
with blending skills relatively little direct instructions, being taught explicitly and
happens during higher level reading skills. This assumes that children who learn
language in whole-language approach acquire the knowledge and language
skills through their reading for meaning experience with relatively little explicit
teaching.
The term "whole language" does not refer only to providing interesting
comprehensible texts and helping children understand less comprehensible
texts. It involves instilling a love of literature, problem-solving and critical thinking,
collaboration, authenticity, personalized learning, and much more (Goodman,
Bird, and Goodman, 1991). In terms of the process of literacy development,
however, the Comprehension Hypothesis is a central part of whole language.
Reading pedagogy, according to the Comprehension Hypothesis, focuses on
providing students with interesting, comprehensible texts, and the job of the
9. teacher is to help children read these texts, that is, help make them
comprehensible. The direct teaching of "skills" is helpful only when it makes texts
more comprehensible. More precisely, comprehension of messages is necessary
for language acquisition and literacy development, but it is not sufficient. It is
certainly possible to comprehend a text or message and not acquire anything.
We acquire when we understand messages that contain aspects of language
that we have not yet acquired but are developmentally ready.
1.5.2 Phonics
According to Chitravelu et al. (1995) in ELT Methodology: Principles and
Practice, phonics is a system of teaching children to read by paying special
attention to help children to see the relationships between English graphemes
and their sounds, and blending them together to make out meaningful words.
Through the phonics approach, children will first learn the isolated sound of each
grapheme and then they put the sound together to form the whole words. The
theory underlying in this approach comprised that the language is being learnt is
phonemically regularly. Once the children learned the phonemic elements, they
can obtain the sound of the words by blending the sounds in sequence. And
once they had attained the sound of the word, they will get to understand the
meaning of it.
10. 1.5.3 KSSR
KSSR stands for Kurrikulum Standard Sekolah Rendah which started to
be implemented in Malaysian school as the new syllabus replacing KBSR.
Ministry of Education Malaysia has introduced the standardized English
Language Curriculum for Primary Schools (Kurikulum Standard Sekolah
Rendah), which will be implemented phase by phase starting from 2011. The
new curriculum emphasizes on holistic development of the students which
encompasses new elements such as grooming of creativity and innovation,
entrepreneurship, and integration of Information and Communication Technology
(ICT). In English language, the underlying principle to teach reading is ‘back-to-
basic’ skill which introduces the phonics skills in teaching reading skill.
1.6 Significance of the Study
The results of this study will be beneficial for many reasons. Most teachers will
be able to use these results to refine their lesson plans by adapting the new
curriculum syllabus (KSSR) into their teaching. Furthermore, the teachers will
utilize the results to make modifications to the reading instructional strategies
used in their classrooms.
11. 1.7 Limitation of the Study
Since the observations collected will be limited to small sample population and
related to two contrasted instructional approaches, the hasty generalization
should be aware of. Maybe the classes will be observed in different angle and
views as to observe the reading and writing lessons. Perhaps the differences
between the two settings should be highlighted as they may contribute to the
result.
CHAPTER 2
2.0 Literature Review
2.1 Phonological Awareness
The phonological awareness can be defined as having “….an awareness of
sounds in spoken (not written) words that is revealed by such abilities as
rhyming, matching initial consonants, and counting the number of phonemes in
spoken words” (Stahl & Murray, 1994, p.221). Furthermore, the phonological
awareness of oral language is seen as the vital key to the development of
reading because it helps for “…quick access to oral vocabulary in lexical memory
because it is stored in phonological forms…” (Koda, 2005, p.33).
On the other hand, it can be argued that the ESL learners may be prompted
to certain phonological awareness in their first language (L1) that may not exist in
English language. A research conducted by Lesaux & Siegel (2003) opposed the
12. belief by suggesting that learner’s phonological awareness in their L1 does
positively affect reading acquisition in the ESL. Thus, in addition to a sufficient
vocabulary base, phonological awareness (in learners’ L1 or L2) can be
distinguished as an essential component to the development and acquisition of
reading skill.
The Figure 1 shows the interactive model of reading acknowledges that
reading skill acquires the interaction of both bottom-up processes, such as
decoding skills (including phonological and orthographic awareness) and top-
down processes (knowledge of context and culture) as a way for one to be able
to read effectively.
Contextual knowledge Social and Cultural
knowledge
Grapheme Input Working Memory Interpretation Input
Vocabulary knowledge Orthographic knowledge Phonological knowledge
Figure 1: Interactive Model of Reading
Adapted from: Rumelhart (1985)
13. There is a belief that stated most children will learn to read no matter what
method of instruction is used (Baumell, 2003). However, if children are struggling
with this literacy skill since the early age, the negative impact will affect the other
cognitive skills in listening, speaking and writing. Reading has long been
considered as the essential skill that children need to learn. Once the children
acquire the reading skill, they will be able to obtain any information from any
reading materials as well as to enjoy the literature read. Thus, there have been
debates over the best method to teach children the reading skill. Figure 2
discusses the reading instruction which can be referred to three types of
language instruction: 1. Whole language approach; 2. Whole word approach; 3.
Phonics-based approach.
Figure 2: Reading Instruction Approaches
Adapted from: Sumanpreet Purewal (2008)
2.2 Whole-language Approach
14. For the past years, phonics skill has been taught as the guideline to teach
reading. However, the alternate method, the whole language approach has been
accepted as the new effective trend. The debates are ongoing on which methods
on the efficacy on both approaches.
On one end of the continuum, there are proponents of the whole language
approach who claim that “…children who learn to read are those who are read to,
and the stories and books they hear are chosen for their interest and appeal, and
not for the sequence and scope of vocabulary and language structures” (Piper,
2003, p.272). The idea suggests that learners should learn to read by making the
meaning of the language rather than on decoding skills. The underlying premise
of the whole language approach is that
“language is actually learned from whole to part. We first use whole
utterances in familiar situations. Then later we see and develop
parts, and begin to experiment with their relationship to each other
and to the meaning of the whole. The whole is always more than the
sum of the parts and the value of any part can only be learned within
the whole utterance in a real speech event” (Goodman, 1986, p.19).
This perspective shows how whole language approach is corresponded
with how language is acquired. The whole language approach therefore suggests
that learners would be able to acquire meaning from the text as well as
implementing the higher-level processing skills such as ‘prediction’, where
reading is perceived as a ‘psycholinguistic guessing game’ (Sumanpreet, 2008).
15. Krashen (1985) identifies whole language approach as The Comprehension
Hypothesis (a.k.a Input Hypothesis). The hypothesis claims that the development
of literacy and language occurs in only one way which is when children
understand the messages conveyed. The proponents of the whole language
approach state that this approach is preferable as it integrates every language
components (speaking, listening, reading and writing) into the teaching of reading
therefore this will improve the comprehension skill (Holland & Hall, 1989). The
whole language classroom also requires the rich in print and print-oriented
activities environment. However, Goodman et al. (1991) state that the term of
whole language classroom should not be focusing on providing interesting
comprehensible texts but it also involves instilling a love of literature, problem
solving and critical thinking, collaboration, authenticity, personalized learning, and
much more.
The whole language proponents also claim that phonetic decoding skills are
essential for fluent reading as the skills are learned through reading experience
(Smith, 1988). They believe that when children can relate experience to reading,
reading becomes more personal (Pickering, 1989). This shows that the whole
language proponents believe that phonetic decoding skills should be acquire by
early readers but in an explicit ways rather than teaching the phonetics skill as an
isolated skill.
On the other hand, Wood (1984) reported that more negative effects than the
positive were found in order to support this method of teaching reading subskills.
Wood also stated that not much research out there to indicate the sound
16. empirical evidence to validate wither the specific skills supported or the sequence
of their instruction in modern basal programs.
A study conducted by Holland (1989), presented a comparative analysis of
the effect of both basal and whole language approaches on the reading
achievement of first grade students. The result of the study by analyzing of
variance indicated that there were no statistically significant differences in
reading achievement between the traditional approaches of phonics with the
whole language approach. Another study regarding the approach was conducted
by Shapiro (1988) that found the comparison of vocabulary generated by the
children with the phonetics skill basic indicated that high frequency vocabulary
was nearly identical. But the low frequency words that were used by the children
were judged to be more current. And the misspellings demonstrated as an over
generalization of phonics principles. Shapiro concluded that the whole language
approach does not limit children’s exposure to systematic repetition of important
vocabulary.
Stahl and Miller (1989) claimed that whole language approaches might be
effective for teaching functional features of reading such as print concepts and
expectations about reading. In order to help students master the word recognition
skills as prerequisite to effective comprehension requires a more direct approach.
So, the use of whole language activities are fundamentally important in teaching
reading skills such as the use of context for monitoring and predictive purposes,
vocabulary enrichment to support printed words for meaning, discussion that
would encourage reading for comprehension, integration of reading, writing and
17. spelling. Relatively, Bracey (1992) suggests that the teaching of reading should
be a balanced approach which integrates both instructional methods. Thus, one
of the major limitations of the whole language approach is the assumption that all
‘good’ readers rely on the meaning-making process when reading; however, the
use of context is used by both skilled and beginning readers but in different ways
(Sumanpreet, 2008).
2.3 Phonics Approach
On the other end of the continuum, a phonics-based approach focuses
mainly on the teaching of decoding skills, isolated in a systematic manner.
Phonics instruction teaches letter-sound associations and how to use these
associations to read words. When provided systematically, phonics instruction
helps children learn to read more effectively than does non-systematic instruction
or instruction without phonics. Phonics benefits reading, spelling, and
comprehension in many readers, and effects persist even after instruction ends
(Ehri et al., 2001). Phonics is an extremely important component of literacy
instruction because English is fundamentally an alphabetic code (Moats, 2000;
Venezky,1999); spoken language is rendered into a written form using letters to
represent the sounds in words. Phonics, along with other strategies, is used to
recognize words. Ehri (Ehri & McCormick, 1988; Ehri & Sweet, 1991) suggested
four strategies that a reader might use to recognize a word: (1) predicting—using
context and linguistic knowledge to make a likely guess; (2) decoding—
converting individual letters and patterns of letters into sounds and blending
these sounds; (3) analogy—using word parts including morphemes to analyze
18. the structure of a word; and (4) recall—retrieving a known word from memory.
Decoding and analogy strategies both require knowledge of phonics.
We believe that there are three very important points to make about word
recognition and phonics. First, phonics, like any other word-recognition tool, is
used to assist the reader in obtaining an approximate pronunciation for a written
word that, when checked for a match with his or her store of known spoken
words and the context, gets the reader one step closer to the meaning
(Anderson, Hiebert, Scott, & Wilkinson, 1985). Second, phonics is a means to an
end and not an end unto itself. Third, a sight strategy eventually predominates as
readers become more and more skilled.
Chall discovered that children that learn to read by using the phonics
approach showed greater achievement in word recognition as well as reading
comprehension (Chall, 1967). Flesch (1981) supported the finding by claiming
that children who learn “phonics first” can read more words at the end of their first
grade as compared to the “look and say” learners. Flesch further explained that
those children who learn to read by the latter method rely much on the pictures
and context clues so that they don’t learn the mechanics of learning to read as it
is often a guessing game (Flesch, 1981). Elridge and Baird (1996) state that a
phonemic awareness approach was claimed to be superior to the whole
language, as the whole language readers who are taught to read words and
stories begin with the same steps of children who learn to read by using the
phonics based approach. Lapp and Flood (1997) observed that most teachers
agree that children’s acquisition of phonics skills is a vital part of learning to read.
19. They concur that “children who start slowly in acquiring decoding skills rarely
become strong readers” (Lapp & Flood, 1997, p.698).
However, the question often arises on the effectiveness of using the
decoding skills in reading because its lacks of meaningful literature. According to
Flesch (1955), through phonics ones can learn the “natural system of learning
how to read”. For years, researches have shown that people learned to read by
memorizing letters and sounds with much ease by phonics approach. As time
goes by, the teaching of reading word by word had claimed to become tedious,
boring and primitive. It resembled the time when people had to memorize
pictures and symbols for words (Flesch, 1955). According to Weaver (1994) and
Krashen (1996), the comprehension hypothesis does not forbid the direct
instruction of phonics. They pointed out that proponents of phonics merely
support the teaching of just the straight-forward phonics rules, and expect
children to “induce” the more complex rules. This can be seen as the position of
those sometimes considered to be anti-phonics.
There is this argument by Fox (1986), stating that learning systematic
phonics is definitely not enough and there has been relationship between reading
and meaning-making. However, phonics is seen as a helpful tool to achieve
effectiveness in learning to read. Thus, a relevant experimental research finding
suggests that phonics knowledge is a prerequisite to early reader accurate
identification of written words (Chall, 1983; Share & Stanovich, 1995). A study
has been conducted by Griffith (1992) to find out the effect of phonemic
awareness on the literacy development of first grade children in a phonics class
20. or a whole language class. Phonemic awareness is the meta linguistics ability
that allows children to reflect the features on spoken language (Griffith, 1992). A
correlational study by Juel (1988) identified the phonemic awareness as a
powerful predictor of reading achievement in first grade. So, the instruction that
assists both phoneme awareness and decoding skill is vitally important in
teaching reading. Overall, it is important to take a balanced approach to phonics
instruction, teaching children letter-sound associations as well as letter
sequences and rhymes, and helping children to use guides from the words that
they already know to decode new words.
Teachers’ personality also plays an important role in children’s knowledge
construction. Many have argued that children’s failure to acquire the reading skill
might be evidence that the instruction was lacking (Calfee, 1982). Children learn
in various ways, not only from the direct instructions given by the teachers in the
classroom, but through their observation on how teacher relates with their peers
(Brazee, 1986). De Walt (1988) states that the main issue most likely will be that
teachers and administers need to work together that the reading program is to
cater the needs in helping teachers to carry out effective reading instruction. De
Walt also suggests that the focus should be placed on training the teachers to
effectively deliver and guide the methods used. The encouragement and
challenge to students’ ideas through the use of variety of materials which can
encourage children to become active and interested learners will be beneficial in
helping them to acquire the reading skill (De Walt,1988). In this sense, instruction
should focus on immersing students in language. Teachers can employ the use
21. of the story books to engage students in active discussions in the hope that
learning will be more meaningful for students.
Schools are often evaluated on how well students perform on the
standardized tests. Thus, teachers may feel pressured to teach the test and
stressed out to find a reading program that will produce high achievement in
reading. Education express concern over declining reading achievement scores
(Chall, 1983). Though research on phonics approach versus whole language
approach has been plentiful, but the results from study to study can be conflicting
and contradictory. This has caused a great pressure placed on teachers and
administers for having high standardized test scores.
As time goes by, Malaysia’s education system undergoes big changes. In
1983, Kurikulum Baru Sekolah Rendah (KBSR) was introduced and made some
changes to the education system. 10 years later, its name was changed to
Kurikulum Bersepadu Sekolah Rendah (KBSR). Now, a new curriculum was
introduced a year ago, 2011 to replace KBSR: Kurikulum Standard Sekolah
Rendah (KSSR). KSSR was introduced to reorganize and upgrade the current
curriculum. Changes can be clearly seen in the aspect of key areas, curriculum
documentation, curriculum design, curriculum organization, curriculum content,
elements and focus. In KSSR, we can clearly see the big change in this syllabus
is that phonics is emphasized as a new method to teach reading which is
different from a whole language approach that was used in KBSR. In modules of
reading of KSSR, the whole module is focused on phonics while in KBSR,
phonics is taught under the language content known as ‘sound system’. For ten
22. years, we have been comfortable with the Whole Language approach under
KBSR. Now, through KSSR, most probably we are about to see the pendulum
swings to the other side.
CHAPTER 3
3.0 Methodology
Before further discussion on the methods used for this study, it is important to
emphasize that this study is a comparative study. This study compares Year 2’s
(second graders) acquisition of literacy in reading skill in two different
instructional settings. One teacher uses the whole language approach by
integrating the language skills in the classroom. While another teacher applies
the phonics based approach as the instruction in the classroom.
23. In collecting data for this research, the research instruments are divided
into two categories which are (i) qualitative data and (ii) quantitative data. The
methods to collect qualitative data are interview and observation while the
method in collecting data for quantitative data is a formal assessment on
student’s phonics skills and reading aloud are built into the oral examination in
both terms.
3.1 Research Design
An interview and a reading test (Appendix 1) on the students’ mastery of sounds,
their confidence in sounding out words and their competence in reading aloud
are conducted at the beginning of the first semester of schooling to find out the
students’ confidence level and how much they know. The same test will be
conducted again at the end of the second term to measure the students’ change
in performance and confidence level. Some open-ended questions will be asked
to seek students’ view on the learning process and their experience in learning to
read in English language. Students’ oral presentation during the teaching and
learning process will be recorded and transcribed as the evidence of learning and
improvement. The observations will be conducted during the process of teaching
to check and not down students’ progress, their problems and evaluate the
instructional strategies.
24. Beside observations and interviews, formal assessment on students’
phonics skills and reading aloud will be conducted to inform about the students’
progress in developing phonics skills.
3.2 Sample and Participants of the Study
Sample consisted of 40 Year 2 students, members of two different
classes situated in a same school, located in sub-urban area in Wilayah
Persekutuan Kuala Lumpur, Malaysia. Both of the settings come from nearly
identical in terms of socio-economic and ethnic background. Groups of 20
students are formed in each class. At the beginning of the school year, the two
group formed are similar in the age (the average is 7) and language skills (in
each class the teacher are asked to select children with average levels). As
being mentioned before, the essential difference is only the instructional
methods. The teachers devoted between 4 to 5 hours per week of teaching
English language in primary school.
Group 1
i. Receive traditional-approach instruction with a focus on symbol-sound
relationships from the beginning of the school year
ii. Using the 26 basic graphemes in English writing
Group 2
25. i. Receive a whole-language approach by using literature and writing
experiences with incidental attention to phonics
ii. Using the phonemes in both the vowels and consonants of English
language
3.3 Instrumentation
The observation is the main research instrument for the study. A Classroom Jolly
Phonics Observation Checklist in Appendix 2 is used as the guideline. The
checklist then will be summarized, compared and interpreted. The field notes
taken at each classroom observation will also be one of the instrumentation in
guiding this study. A pre-test or a diagnostic oral test will be conducted at the
beginning of the first term to find out students’ confidence level and their
knowledge on using phonics skills to read. The same test will be conducted again
towards the end of the school term to observe improvement and progression
level. Interviews with the teachers will be conducted and coded into few
constructs, their teaching styles, and strategies, methods used within the
classrooms, reading materials used and a basic overview of the schedule for the
reading curriculum for the year. The interviews are audiotaped, transcribed and
interpreted.
3.4 Data Analysis
The study requires quantitative and qualitative data analyses. Classroom
observation and interviews are compiled. Each observation will be summarized
and compared in order to draw appropriate conclusions and interpretations. The
interviews transcripts are group and coded to strengthen the basis of argument.
The score of the tests will be recorded and compared to measure the change of
behavior and progression.
26. REFERENCES
Laurence Pasa (2001). The Influence of Instructional Supports and Teaching
Practices On First Grade Reading and Writing. Netherlands. Kluwer
Academic Publisher
Stephen Krashen (2000). Has Whole Language Failed? University of Southern
California
Chall, J. (1967). Learning to read: The great debate. New York: McGraw-Hill
Goodman, K. (1982). Language, literacy and learning. London: Routledge
Kagan Paul
Holland, K. and Hall, L. (1989). Reading achievement in first grade classrooms:
A comparison of basal and whole language approaches. Reading
Improvement 26:323-329
Krashen, S. (1985). The Input Hypothesis. Beverly Hills: Laredo
Smith F. (1975). Comprehension and learning. Katonah, NY: Owen
Weaver, C. (1994). Reading Process and Practice. Portsmouth, NH:
Heinemann
Juel, C., & Roper-Schneider, D. (1985). The Influence of basal readers on first
grade reading. Reading Research Quarterly, 20, 134-152
Lapp, D., & Flood J. (1997). Where’s the phonics? Making a case (again) for
integrated code instruction. The Reading Teacher, 50, 696-700
Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading
development: Accommodating individual differences into a mode of
acquisition. Issues in Education, 1,1-57
27. Curriculum Development Council (1997). Syllabuses for primary schools:
English Language (Primary 1-6). Hong Kong: the Education Department
Miller, W. (2000). Strategies for developing emergent literacy. Boston: McGraw
Hill Higher Education
Purewal, S. (2008). Synthetic phonics and the literacy development of second
language young learners. University of Leeds. UK
Curtis, J. (1997). Phonics vs. whole language: Which is better? Retrieved from
http://wwwsuperkids.com/aweb/pages/features/reading/phonics.shtml
Ruth, S. S. (2000). Helping your child learn to read: Phonics and words.
Retrieved from http://www.mycinnamontoast.com/reading2.htm
Baumel, J. (2000). Learning to read – research informs us. Schwab
Learning.org. Retrieved June 11, 2012, from
http://www.schwalblearning.org/Articles.asp?r=22
29. Appendix 1
Jo Jo has a new bicycle,
It has a red seat…and a yellow bell…
And a green horn…and blue wheels.
Jo Jo cleans her bicycle…
And rides it around the garden.
Teacher’s comment (student’s confidence, attitude, strengths, weaknesses, skills
applied)
Duration : minutes
Running words :
Errors :
Self corrections :
Error rate :
30. Appendix 3
Interview Questions
1. What strategies have the teachers used in teaching reading skill?
2. Which strategies are effective? Why?
3. What have you learnt in phonics approach learning?
4. When do you apply the phonics skills?