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題名:以童書為媒介的小學預備方案對身心障礙兒童語言能力和學習適應之影響
作者:林月仙
作者(外文):Yueh-Hsien Lin
校院名稱:國立高雄師範大學
系所名稱:特殊教育學系
指導教授:吳裕益
學位類別:博士
出版日期:2004
主題關鍵詞:童書身心障礙兒童語言能力學習適應對話式閱讀children''''''''s booksdisabled childrenlanguage abilitylearning adjustmentdialogic reading
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(6) 博士論文(1) 專書(0) 專書論文(0)
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中文摘要
本研究使用實驗研究法探討「以童書為媒介的小學預備方案」(以下簡稱為「實驗方案」)對身心障礙兒童語言能力和學習適應之影響。研究對象包括21名就讀於高雄市公私立幼兒園所大班領有身心障礙手冊之兒童,其年齡介於5歲7個月至6歲7月之間,包括智能障礙、聽覺障礙、語言障礙、身體病弱(併有智能障礙)、自閉症和多重障礙等六種障礙類型。
實驗教學自2003年3月下旬至6月中旬,每週1.5小時,共12堂課;研究者以對話式閱讀法引導身心障礙兒童閱讀有關學習適應內容的童書和直接教導學習適應行為,也教導家長使用對話式閱讀法,每天引導其身心障礙子女閱讀童書20至30分鐘,並做觀察記錄。本研究蒐集量化與質性資料探討實驗教學之成效;研究者使用階層線性模式(HLM)、t考驗、Sörbom另類共變數分析、發展趨勢圖及臨床顯著性等方法分析量化資料;觀察和訪談等質性資料則先轉為逐字稿後加以分類編碼,做為量化資料之佐證與深度探討之用。研究結果如下:
實驗方案對身心障礙兒童語言能力之影響有兩項:一是能增進身心障礙兒童之詞彙能力,並對學過的詞彙具有保留效果,而且能將閱讀童書所學之詞彙和語句應用於日常生活中;另一項是能激發身心障礙兒童閱讀動機,並養成主動閱讀童書的習慣。
實驗方案對身心障礙兒童學習適應之影響也有兩項:一是能增進身心障礙兒童在幼兒園所和國小一年級普通班之學習適應能力;另一項是身心障礙兒童在實驗教學之上課行為以專心行為比率最高,隨著上課次數增加,專心時間比率有些微上升的趨勢;東張西望行為比率次之,隨著上課次數的增加則有些微下降的趨勢;搖晃身體、離坐、出怪聲和玩別的東西等不當行為比率均相當低。
本研究也發現身心障礙兒童之上課行為與其理解能力及障礙類別有關,理解能力愈佳者,其專心行為比率也愈高,反之則愈低;自閉症兒童比其他障礙類型兒童有較多的東張西望、搖晃身體、離開座位、出怪聲、玩別的東西等不適當的上課行為。此外,研究者還透過訪談國小級任老師,深入瞭解研究對象在國小一年級普通班的學習適應情形,發現有干擾班級教學活動進行之身心障礙兒童,容易被級任老師評為學習適應欠佳;學習能力稍弱但有學習意願而無行為問題者,在級任老師的心目中則屬學習適應尚可。
根據研究結果,本研究分別對身心障礙兒童之語言教學、幼小轉銜計畫及未來研究三方面提出建議。
關鍵詞:童書、身心障礙兒童、語言能力、學習適應、對話式閱讀法
Abstract
The purpose of this study was to investigate the impact of “preparation program for elementary school - use of children’s books as a module” (the latter called experimental program) on the language and learning abilities of the disabled children. Twenty-one preschoolers aged 5 years and 7 months to 6 years and 7 months who were holders of a permanent disability certificate were recruited from public and private kindergartens in Kaohsiung. Their diagnoses included mental retardation, hearing impairment, language impairment, autism, medically fragile combined with mental retardation, as well as multiple disabilities.
The experimental instruction consisted of 12 sessions, each of which was 1.5 hours per week, lasting from the beginning of March to the end of June in 2003. Dialogic reading techniques were employed to assist the disabled children in reading children’s books related to learning adjustment. As well, parents were instructed with the dialogic reading methods to be used during dyadic reading for 20-30 minutes each day and were required to complete the record of observation. Data were analyzed both qualitatively and quantitatively. Quantitative data analyses comprised hierarchical linear models, t-test, graph of developmental trend, Sörbom’s alternative to analysis of covariance, in conjunction with clinical significance test, whereas qualitative data analyses were composed of observation and interview, which were transcribed verbatim, and then coded in detail to capture the salient themes found in answer to interviewer’s questions.
Two significant improvements relevant to the language abilities of the disabled children following experimental program were noted as follows: (1) the experimental program not only enhanced children’s vocabulary, but facilitated longer word retention, from which previously learned words and phrases could be retrieved and applied into daily activities; (2) the experimental study could promote disabled children’s motivation to read, and help them develop active attitude to reading. Apart from these, the effects of experimental program on the disabled children’s learning were twofold: First, the experimental program could improve the learning behaviors of disabled children as they were in kindergartens and the regular classes of the first grade afterwards. Second, concentration behaviors, the highest frequency of behaviors observed in experimental program, increased slightly as a function of the experimental program. Distraction behaviors, the next highest frequency, decreased with the experimental program. The frequency of occurrence of other inappropriate behaviors such as body rocking, wandering around the room, making weird noise, and being engaged in other irrelevant activities were relatively low.
On the other hand, significant associations emerged among class behaviors, comprehension ability and types of disability. That is, children with higher comprehension abilities were able to concentrate better, and vice versa. Relative to other disabilities, children with autism showed more inappropriate behaviors, such as body rocking, wandering around the room, making weird noise, and being engaged in other activities. Finally, a series of in-depth interviews with teachers were conducted to understand the learning adjustment of the disabled children when they were in the first grade. It was found that teachers were inclined to classify disabled students who interfered with class activities as poor in learning adjustment, whereas those students with inadequate learning abilities but without behavior problems were rated as moderate in learning adjustment. On the basis of the results of this study, recommendations were made in relation to language teaching and transition program for the disabled children, and future research.
Key words: children’s books, disabled children, language ability, learning adjustment, dialogic reading
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