Final proposal presentation 1.14


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Final proposal presentation 1.14

  1. 1. Storybooks for fifth-grade students to promote vocabulary growth Presenter: Jessica Wu Instructor: Dr. Pi-Ying Hsu Date: January 14, 2013
  2. 2. Contents IntroductionLiterature review Methodology 2
  3. 3. Introduction• Background of the study• Purpose of the study• Research question 3
  4. 4. Background• The vocabulary growth occurring in elementary school children is substantial and significant and has received attention. 4
  5. 5. Background• Reading the storybook to young children is regarded as an important activity that supports literacy development. 5
  6. 6. Purpose• The purpose of this study is to explore if the teachers use of English storybooks can improve students’ reading ability. 6
  7. 7. Research Question• How can teachers’ use of English storybooks improve fifth-grade of elementary school students reading ability? 7
  8. 8. Literature Review• The definition of storybooks• Vocabulary growth• The teacher role 8
  9. 9. The definition of storybooks• The picture story books as “the books including pictures partially or wholly and adopted according to the needs and interests of young children”. (Glossary, 1943) 9
  10. 10. The definition of storybooks• The stories have attractive characters with whom children readily identify, stories having humor, and stories with a high action plot all help children attend to the text. (Elley, 1989) 10
  11. 11. Vocabulary growth• Indeed most research and comprehensive reviews of such research suggest that storybook reading makes significant contributions to vocabulary development in young children. (Biemiller & Boote, 2006) 11
  12. 12. Vocabulary growth• The substantial evidence that storybook reading, including some related to dialogic reading, is helpful to vocabulary development prompts thinking about the best way to use books to teach vocabulary. (Whitehurst et al., 1994) 12
  13. 13. The teacher role• A few studies have shown that reading aloud regularly to students at the elementary school level, in a context of shared reading or recreational reading, also produces measurable and sometimes dramatic gains in reading skills. (Elley, 1980; Feitelson, Kita, & Goldstein, 1986) 13
  14. 14. Methodology• Participants• Procedure• Instrument• Statistical analysis 14
  15. 15. Participants English language learning (ELL) the fifth-grade students The elementary school is in the remote area in Taichung 15
  16. 16. Procedure English Post-test Pre-test reading class• Saxoncourt test for • Saxoncourt test for •The class met one Young Learners of Young Learners of time each week for English Level 1 English Level 1 the duration of 50 (Style) (Style) minutes.• Time: September, • Time: January, •Time: 5 months 2013 2014 •HESS – Story Fun 16
  17. 17. Instrument• Saxoncourt test for Young Learners of English (Style) ─ Level 1 (200 words)• Test score ─ 90 I. Reading Section C. Choosethe answer to the question.wrong (X). (30 points) B. Make the sentences right (V) or (30 points) A. Match the correct picture. (30 points) 1. I1.The two rabbits. ( floor. A. __1.have bear is on the ) What time is it? A. I’m 9. 2. It is gray plane. on the desk. __2. Two pens are ( ) 2. How old are you? B. It’s 5:30. 1. _____ 2. _____ 17
  18. 18. Instrument Lesson planStory teller Chia- Ying Wu Date 2013. 9.10Story Story topic Grade Fifth gradeVocabulary 6-12 vocabulariesSentence pattern 2~3 sentencesProcedure activity Time Teaching aidsWarm-up Greeting 5 ppt, flash cardsPresentation Reading story 25 ppt, storybooksPractice Sentences 10 pptReview Review vocabulary 5 Flash cardsDiscussion Discuss the story 5 18
  19. 19. Statistical AnalysisHow can teachers’ use of English storybooksimprove fifth-grade of elementary school studentsreading ability? ANOVA/T-test 19
  20. 20. Thanks for listening. 20