1. Storybooks for fifth-grade students
to promote vocabulary growth
Presenter: Jessica Wu
Instructor: Dr. Pi-Ying Hsu
Date: January 14, 2013

2. Contents
Introduction
Literature review
Methodology
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3. Introduction
• Background of the study
• Purpose of the study
• Research question
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4. Background
• The vocabulary growth occurring in
elementary school children is substantial and
significant and has received attention.
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5. Background
• Reading the storybook to young children is
regarded as an important activity that supports
literacy development.
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6. Purpose
• The purpose of this study is to explore if the
teachers use of English storybooks can
improve students’ reading ability.
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7. Research Question
• How can teachers’ use of English storybooks
improve fifth-grade of elementary school
students reading ability?
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8. Literature Review
• The definition of storybooks
• Vocabulary growth
• The teacher role
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9. 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)
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10. 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)
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11. 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)
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12. 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)
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13. 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)
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14. Methodology
• Participants
• Procedure
• Instrument
• Statistical analysis
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15. Participants
English language learning
(ELL) the fifth-grade students
The elementary school is in
the remote area in Taichung
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16. 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 – Story Fun
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17. 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. _____
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18. 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

19. Statistical Analysis
How can teachers’ use of English storybooks
improve fifth-grade of elementary school students
reading ability?
ANOVA/T-test
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20. Thanks for listening.
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