The purpose of this study is to examine the balanced English approach
program on five-year-old children's English reading and writing ability.
For this study, two classes consisting of five-year-old children in
HATBEAT kindergarten in D city were selected. One class was designated
as the experimental group and the other as the control group. The
balanced English approach program was performed on the experimental
group but not on the control group. The balanced English approach
program was carried out for 8 weeks. The experimental procedures were
in the order of pre-test, the experimental treatment, and post-test. The
result of the experiment was evaluated by comparing the pre-test and
post-test results. Analysis of data was performed by ANCOVA.
The result of the study are as follows.
First, in the English reading ability, the experimental group was more
enhanced than the control group. Also, for sub-factors of English reading
such as alphabet and English word reading ability, the experimental group
was more enhanced than the control group. However, in the English book
reading ability as a sub- factor of the English reading, there was not much
difference in the result between the experimental group and the control
Second, in the English writing ability, the experimental group were more
enhanced than the control group.