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| 論文名稱 | Integrating One Hour of In-School Weekly SSR: Effects on Proficiency and Spelling |
| 發表日期 | 2011-11-01 |
| 論文收錄分類 | 其他 |
| 所有作者 | Smith, Ken |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 刊物名稱 | Integrating One Hour of In-School Weekly SSR: Effects on Proficiency and Spelling |
| 發表卷數 | Vol 7 |
| 是否具有審稿制度 | 是 |
| 發表期數 | Number 1 |
| 期刊或學報出版地國別/地區 | NATTWN-中華民國 |
| 發表年份 | 2011 |
| 發表月份 | 12 |
| 發表形式 | 電子期刊 |
| 所屬計劃案 | N/A |
| 可公開文檔 |
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| 可公開文檔 |
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| 可公開文檔 |
[摘要] :
ABSTRACT
This study reports on the results found when one hour of weekly in-class sustained silent reading replaced one hour of instruction within a five hour per week English Reading and Writing course at a college in southern Taiwan. Two separate groups of 15-16 year old 2nd year junior college students from Taiwan were part of this two semester, thirty-six week English language study. The control group (N = 51) was taught given a prescribed five-hour per week syllabus of intensive reading and paragraph writing instruction. The experimental group (N = 45) followed the same syllabus with the exception that one hour per week was substituted with in-class sustained silent reading. Both groups were given pre-mid-post cloze as well as pre-mid-post spelling tests. Results indicate that while both the control group (NO SSR) and experimental group (Integrated SSR) made gains in overall proficiency as measured through cloze, as well as improvements in spelling, the Integrated SSR group clearly and significantly made greater gains. By replacing one element of intensive instruction with sustained silent reading, students did not lose ground as some may fear, but in fact out gained their counterparts.
Keywords: in-class sustained silent reading, intensive reading, paragraph writing instruction, Integrated SSR, proficiency
[英文摘要] :
ABSTRACT
This study reports on the results found when one hour of weekly in-class sustained silent reading replaced one hour of instruction within a five hour per week English Reading and Writing course at a college in southern Taiwan. Two separate groups of 15-16 year old 2nd year junior college students from Taiwan were part of this two semester, thirty-six week English language study. The control group (N = 51) was taught given a prescribed five-hour per week syllabus of intensive reading and paragraph writing instruction. The experimental group (N = 45) followed the same syllabus with the exception that one hour per week was substituted with in-class sustained silent reading. Both groups were given pre-mid-post cloze as well as pre-mid-post spelling tests. Results indicate that while both the control group (NO SSR) and experimental group (Integrated SSR) made gains in overall proficiency as measured through cloze, as well as improvements in spelling, the Integrated SSR group clearly and significantly made greater gains. By replacing one element of intensive instruction with sustained silent reading, students did not lose ground as some may fear, but in fact out gained their counterparts.
Keywords: in-class sustained silent reading, intensive reading, paragraph writing instruction, Integrated SSR, proficiency
