The purpose of this case study is to investigate the effectiveness of English phonemic awarenessinstruction for elementary English underachievers on their phonemic awareness and earlyliteracy. Five underachievers of fourth grade were selected and given phonemic awarenessinstruction focusing on the nursery rhymes, onset-rime tasks over 10.5 hours. By analyzing thequalitative data of phonemic instructions, English underachievers’ basic skills are improved in theirpronunciation, listening, alphabet recognition, phonemic awareness, and affective outcomes caused by thephonemic awareness instruction. A few challenges were found in terms of nursery rhymes onlyactivities and instruction with letters. Students felt pressured when they learned long and fastnursery rhymes with alphabet letters, and they also felt need for more various sub-activities.
I. 서 론
II. 이론적 배경
III. 연구 방법
IV. 연구 결과
V. 결론 및 제언
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