期刊刊名：科技學刊－人文社會類 　 卷期：22卷2期

篇名出版日期：2013年12月1日

作者：楊育芬,莊雯琪,Yu-Fen Yang, Wen-Chi Chuang

語言：English

關鍵字：Alphabets, Phonics, Instructional scaffolding, Reading difficulty,英文字母,看字讀音,課程介入,閱讀困難

被點閱次數：5次

閱讀時間：26sec

摘要：
The reading difficulties that learning disability (LD) students encounter in the beginning learning of English as a Foreign Language (EFL) are to name letters, associate letters with sounds, blend and segment sounds, and distinguish the different shapes of letters. The purpose of this study was to help a 7th grade LD student to learn English alphabets and phonics rules through instructional scaffoldings which incorporated the face-to-face tutoring into online practice. The results of this study reveal that the LD student made progress in learning English alphabets and phonics rules as shown in his pre- and post-tests, paper-based worksheets, the open-ended questionnaire, and the semi-structured interview. In the online practice, the LD student was encouraged to practice the alphabets and phonics rules at his own pace to take control of his learning. The colorful images and animations in the learning website also deepened his understanding and retention of the teacher’s alphabetic and phonics instruction. The online practice alone was insufficient to scaffold the LD student, as he still needed the individual supports from the teacher to solve his problems in learning alphabets, phonics, and the usages of the website. Through the instructional scaffoldings of face-to-face tutoring incorporating online practice, the LD student was provided with guidance, feedback, and support to his learning problems.

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