Explorations in the feasibility of introducing phonological awareness and early reading instruction into Japanese elementary school English education
This thesis is an exploratory study that examines the potentiality of teaching phonological awareness, which is a precursor to early reading development in English, in conjunction with letter and simple word reading instruction in Japanese elementary school English education. It is an attempt to answer a question of how letters could be introduced into it without placing too much burden on children. Comprehensive literature review argues that learning to read English requires multiple levels of phonological awareness which Japanese children seem unlikely to develop fully in their L1 acquisition, and that a more enhanced outcome of instruction would be achieved if phonological awareness is taught together with letters and applied for early reading. Two main tools are adopted in this study. The questionnaire survey for 398 elementary school teachers elucidates not only the current elementary school practices but also their beliefs and principles in terms of letter and early reading instruction, both of which are essential for understanding the field but very few studies have investigated: Many teachers present children with letters in English classes but the focused instruction of letters or early reading tends
Ikeda, Chika
LB1501 Primary Education ; PE English
Explorations in the feasibility of introducing phonological awareness and early reading instruction into Japanese elementary school English education. This thesis is an exploratory study that examines the potentiality of teaching phonological awareness, which is a precursor to early reading development in English, in conjunction with letter and simple word reading instruction in Japanese elementary school English education. It is an attempt to answer a question of how letters could be introduced into it without placing too much burden on children. Comprehensive literature review argues that learning to read English requires multiple levels of phonological awareness which Japanese children seem unlikely to develop fully in their L1 acquisition, and that a more enhanced outcome of instruction would be achieved if phonological awareness is taught together with letters and applied for early reading. Two main tools are adopted in this study. The questionnaire survey for 398 elementary school teachers elucidates not only the current elementary school practices but also their beliefs and principles in terms of letter and early reading instruction, both of which are essential for understanding the field but very few studies have investigated: Many teachers present children with letters in English classes but the focused instruction of letters or early reading tends
explorations feasibility introduce phonological_awareness early_reading instruction japanese elementary_school english_education exploratory_study examine potentiality teach phonological_awareness precursor early_reading development english conjunction letter simple word read instruction japanese elementary_school english_education attempt_answer question letter could introduce without place much burden child comprehensive literature_review argue learn read english require multiple_level phonological_awareness japanese child seem unlikely develop fully acquisition enhance outcome instruction would achieve phonological_awareness taught together letter apply early_reading two_main tool adopt study questionnaire_survey elementary_school teacher elucidate current elementary_school practice also beliefs principle term letter early read instruction essential field study_investigate many teacher present child letter english class focus instruction letter early read tends