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題名:促進學前語言發展遲緩兒童啟蒙讀寫能力之課程研究
作者:王秋鈴 引用關係
作者(外文):Chiu-Ling Wang
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:林素貞
學位類別:博士
出版日期:2011
主題關鍵詞:啟蒙讀寫口語能力聲韻覺識文字覺識語言發展遲緩兒童emergent literacyoral languagephonological awarenessprint awarenesslanguage delayed children
原始連結:連回原系統網址new window
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  • 點閱點閱:17
本研究目的在發展一套適用於學前語言發展遲緩兒童的啟蒙讀寫課程,以促進其啟蒙讀寫能力。本研究編製的「學前啟蒙讀寫課程」採用嵌入—明確模式(embedded-explicit model)的教學設計原則,以啟蒙讀寫三要素-口語語言、聲韻覺識、和文字覺識-為核心課程內容。課程編製完成後,透過特殊教育和語言治療領域的專家學者檢核課程發展的適當性,並以兩名學前語言發展遲緩兒童為對象,採用單一受試者ABA研究設計進行試探性教學,以驗證課程的可行性,最後依據教學結果修訂「學前啟蒙讀寫課程」,作為正式實驗教學的實驗材料。正式實驗教學採不等組前後測準實驗設計,研究對象為53名4-6歲的高雄市學前語言發展遲緩兒童,其中25名為控制組,接受一般學校課程,28名為實驗組,接受為期12-15週,每週兩次,每次50-60分鐘的啟蒙讀寫實驗教學課程。
本研究主要結論如下:
1. 「學前啟蒙讀寫課程」能有效提升學前語言發展遲緩兒童之整體啟蒙讀寫能力。實驗組兒童和控制組兒童在「修訂啟蒙讀寫技巧綜合評量」中的整體能力表現上達到顯著性差異水準;在口語能力、聲韻覺識、和文字覺識等三大核心能力,與其下的各項次能力的表現亦達到顯著性差異水準;另外,在「幼兒書本和文字概念評量」的整體能力表現上同樣達顯著性差異;實驗組兒童的平均表現均優於控制組兒童。
2. 實驗組兒童在「修訂學前兒童語言障礙評量表」和「華語兒童理解與表達詞彙測驗」的表現達到顯著性差異,實驗組兒童的後測平均分數均高於控制組兒童。
3. 「學前啟蒙讀寫課程」在促進整體啟蒙讀寫能力方面,對表達型和混合型的學前語言發展遲緩兒童具有同樣的教學成效,但在「聲韻覺識」與「書本和文字概念評量」
的學習成效上,表達型兒童明顯的優於混合型兒童。
4. 「學前啟蒙讀寫課程」各單元教材難易度適中,適合學前語言發展遲緩兒童學習。
最後,針對本研究設計的限制或研究過程中發現的不足之處提出建議,以作為教學應用與後續研究之參考。
The purpose of this study was to develop the emergent literacy curriculum for language delayed preschool children, and to assess the effects of the emergent literacy curriculum. The design of emergent literacy curriculum was based on the embedded-explicit model, and the core content included oral language, phonological awareness, and print awareness. The curriculum was evaluated through three steps. First, the curriculum framework and indicators of curriculum were evaluated by experts from special education and speech-language pathology. Then, a pilot study was conducted with the ABA design of single subject research to evaluate the effects of the curriculum. According to the results of the pilot study, the emergent literacy curriculum was adapted, and as the experimental materials for the formal experimental teaching study. The formal experimental teaching study was the last step of curriculum evaluation in order to certify the property of the emergent literacy curriculum.
The formal experimental teaching study utilized the nonequivalent pretest-posttest design of quasi-experimental research. There were fifty-three aged 4-6 children with language delayed from Kaohsiung City participated in the study. The control group had 25 participants who received school’s curriculum, the other 28 participants, experimental group, who received emergent literacy curriculum for 50-60 minutes a lesson, twice per week over the courses of nearly 12 to 15 weeks.
The results of the study were as follows:
1. The emergent literacy curriculum could enhance the participants’ abilities of emergent literacy. The experimental group significantly performed better than control group in the oral language, phonological awareness, and print awareness.
2. Statistically significant differences were found between the control and the experimental group in the standardized language tests--“Revised Language Disorder Assessment for Preschooler” and “Receptive and Expressive Vocabulary Test”. The mean scores of the experimental group were higher than the control group.
3. Both of the mixed and expressive language delayed groups demonstrated the same improvement for the overall emergent literacy skills; however, the expressive language delayed children performed significantly better than mixed language delayed children in phonological awareness and book and print concepts.
4. Based on the data, all units of the emergent literacy curriculum were suited for the language delayed children.
At last, this research provided some suggestions for future researches and teaching practices.
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