초등 영어 학습 부진 학생의 음소 인식 지도에 관한 사례 연구
A case study of English phonemic awareness instruction for Elementary English underachievers
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초록
The purpose of this case study is to investigate the effectiveness of English phonemic awareness instruction for elementary English underachievers on their phonemic awareness and early literacy. Five underachievers of fourth grade were selected and given phonemic awareness instruction focusing on the nursery rhymes, onset-rime tasks over 10.5 hours. By analyzing the qualitative data of phonemic instructions, English underachievers’ basic skills are improved in their pronunciation, listening, alphabet recognition, phonemic awareness, and affective outcomes caused by the phonemic awareness instruction. A few challenges were found in terms of nursery rhymes only activities and instruction with letters. Students felt pressured when they learned long and fast nursery rhymes with alphabet letters, and they also felt need for more various sub-activities.
Abstract
The purpose of this case study is to investigate the effectiveness of English phonemic awareness instruction for elementary English underachievers on their phonemic awareness and early literacy. Five underachievers of fourth grade were selected and given phonemic awareness instruction focusing on the nursery rhymes, onset-rime tasks over 10.5 hours. By analyzing the qualitative data of phonemic instructions, English underachievers’ basic skills are improved in their pronunciation, listening, alphabet recognition, phonemic awareness, and affective outcomes caused by the phonemic awareness instruction. A few challenges were found in terms of nursery rhymes only activities and instruction with letters. Students felt pressured when they learned long and fast nursery rhymes with alphabet letters, and they also felt need for more various sub-activities.
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