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Storybooks for fifth-grade students
to promote vocabulary growth

Presenter: Jessica Wu
Instructor: Dr. Pi-Ying Hsu
Date: January 14, 2013

Contents

Introduction

Literature review

Methodology
2

Introduction
? Background of the study
? Purpose of the study
? Research question

3

Background
? The vocabulary growth occurring in
elementary school children is substantial and
significant and has received attention.

4

Background
? Reading the storybook to young children is
regarded as an important activity that supports
literacy development.

5

Purpose
? The purpose of this study is to explore if the
teachers use of English storybooks can
improve students�� reading ability.

6

Research Question
? How can teachers�� use of English storybooks
improve fifth-grade of elementary school
students reading ability?

7

Literature Review
? The definition of storybooks
? Vocabulary growth
? The teacher role

8

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

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

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

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

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

Methodology
? Participants
? Procedure
? Instrument
? Statistical analysis

14

Participants
English language learning
(ELL) the fifth-grade students

The elementary school is in
the remote area in Taichung

15

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 �C Story Fun

16

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

Instrument
Lesson plan

Story teller Chia- Ying Wu Date 2013. 9.10

Story Story topic Grade Fifth grade

Vocabulary 6-12 vocabularies

Sentence pattern 2~3 sentences

Procedure activity Time Teaching aids

Warm-up Greeting 5 ppt, flash cards

Presentation Reading story 25 ppt, storybooks

Practice Sentences 10 ppt

Review Review vocabulary 5 Flash cards

Discussion Discuss the story 5 18

Statistical Analysis

How can teachers�� use of English storybooks
improve fifth-grade of elementary school students
reading ability?

ANOVA/T-test

19

Thanks for listening.

20

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Final proposal presentation 1.14

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Final proposal presentation 1.14