臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：指讀及文字討論之共讀方式對幼兒認字的影響
書刊名：教育心理學報
作者：陳惠茹／張鑑如 引用關係
作者(外文)：Chen, Hui-ju／Chang, Chien-ju
出版日期：2011
卷期：43:2
頁次：頁377-396
主題關鍵詞：文字覺識；共讀方式；指讀；認字；Joint storybook reading；Print awareness；Word recognition
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(13) 博士論文(2) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:12
  • 共同引用共同引用:151
  • 點閱點閱:142
本研究目的在探討成人以指讀及文字討論的共讀方式帶領幼兒閱讀童書對其辨認書中字彙能力的影響。四十八位平均年齡四歲三個月的幼兒，分成三組，在不同的成人閱讀指引方式下，共讀「三隻小兔」童書五次，並測試其辨認書中六個字彙的能力。研究結果顯示：（1）在「指讀及文字討論」的共讀方式帶領下，幼兒辨認書中字彙的能力與參與「指讀及命名」、「純粹唸讀」共讀活動的幼兒有顯著差異。（2）在「指讀及文字討論」的共讀方式帶領下，幼兒出現較多自發性對印刷文字的討論，且自發的文字討論次數與其認字能力呈現正相關。文中並對未來相關研究及閱讀教學策略提出討論與建議。
The purpose of this study is to examine the effects of adult using print referencing (i.e., pointing while discussing print materials) during joint storybook reading on preschoolers’ word recognition ability. Forty-eight preschool-aged children with an average age of four years and three months were assigned to three guided storybook reading conditions: ‘(a) verbatim reading, (b) pointing and labeling the print, and (c) pointing and discussing about the print. After five joint readings of the “Three Rabbits” storybook, children’s ability to recognize six target words were examined. Results showed：(1) Children in the pointing-and-discussing-about-print condition scored significantly higher than children in the verbatim-reading and pointing-and-labeling-print conditions. (2) Children in the pointing-and-discussing- about-print condition initiated more discussions about the printed materials, and there is a positive relationship between the frequency of self initiation and word recognition ability. Implications for pedagogy are discussed and future research directions are suggested.
期刊論文
1.Justice, L. M.、Ezell, H. K.(2004)。Print referencing: An emergent literacy enhancement strategy and its clinical applications。Language Speech, and Hearing Services in Schools，35，185-193。  new window
2.Ortiz, C.、Stowe, R. M.、Arnold, D. H.(2001)。Parental influence on child interest in shared picture book reading。Early Childhood Research Quarterly，16(2)，263-281。  new window
3.Sénéchal, M.、LeFevre, J.-A.(2002)。Parental involvement in the development of children's reading skills: a five-year longitudinal study。Child Development，73(2)，445-460。  new window
4.Evans, M. A.、Saint-Aubin, J.(2005)。What Children Are Looking at during Shared Storybook Reading: Evidence from Eye Movement Monitoring。Psychological Science，16(11)，913-920。  new window
5.劉英茂、Wu, Jei-Tun、Chou, Tai-Li(1996)。Encoding operation and transcoding as the major loci of the frequency effect。Cognition，59(2)，149-168。  new window
6.Shu, Hua、Anderson, Richard C.(1997)。Role of Radical Awareness in the Character and Word Acquisition of Chinese Children。Reading Research Quarterly，32(1)，78-89。  new window
7.吳宜貞、黃秀霜(20040900)。由中文造字原則探討學童認字發展。教育心理學報，36(1)，1-12。new window  延伸查詢new window
8.黃秀霜(19970600)。兒童早期音韻覺識對其三年後中文認字能力關係之縱貫性研究。臺南師院學報，30，263-288。new window  延伸查詢new window
9.Justice, L. M.、Kaderavek, J. N.(2002)。Using shared storybook reading to promote emergent literacy。TEACHING Exceptional Children，34(4)，8-13。  new window
10.Ho, C. S. H.、Bryant, P.(1997)。Phonological skills are important in learning to read Chinese。Developmental Psychology，33(6)，946-951。  new window
11.宣崇慧、盧台華(20060900)。聲韻覺識能力及口語詞彙知識與國小一至二年級學童字、詞閱讀發展之探究。特殊教育研究學刊，31，73-92。new window  延伸查詢new window
12.Chan, L.、Nunes, T.(1998)。Children’s understanding of the formal and functional characteristics of written Chinese。Applied Psycholinguistics，19，115-131。  new window
13.葉素玲、林怡慧、李金鈴(20040300)。中文字形結構在國小學生字形相似性判斷所扮演的角色。教育與心理研究，27(1)，93-115。new window  延伸查詢new window
14.Chow, B. W. Y.、McBride-Chang, C.、Cheung, H.、Chow, C. S. L.(2008)。Dialogic Reading and Morphology Training in Chinese Children: Effects on Language and Literacy。Developmental Psychology，44(1)，233-244。  new window
15.Dale, P. S.、Crain-Thoreson, C.、Notari-Syverson, A.、Cole, K.(1996)。Parent-child book reading as an intervention technique for young children with language delays。Topics in Early Childhood Special Education，16(2)，213-235。  new window
16.Evans, M. A.、Shaw, D.、Bell, M.(2000)。Home literacy experiences and their influence on early literacy skills。Canadian Journal of Experimental Psychology，54，65-75。  new window
17.Foulin, J.(2005)。Why is letter-name knowledge such a good predictor of learning to read?。Reading and Writing，18(2)，129-155。  new window
18.Huang, H. S.、Hanley, J. R.(1997)。A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among first-graders in Taiwan。International Journal of Behavioral Development，20(2)，249-268。  new window
19.Justice, L. M.、Kaderavek, J. N.、Fan, X.、Sofka, A.、Hunt, A.(2009)。Accelerating preschoolers' early literacy development through classroom-based teacher-child storybook reading and explicit print referencing。Language, Speech, and Hearing Services in Schools，40(1)，67-85。  new window
20.Kaderavek, N. J.、Sulzby, E.(1998)。Parent-child joint book reading: An observational protocol for young children。American Journal of Speech-Language Pathology，7(1)，33-47。  new window
21.Levy, B. A.、Gong, Z.、Hessels, Sandra、Evans, M. A.、Jared, D.(2006)。Understanding print: Early reading development and the contributions of home literacy experiences。Journal of Experimental Child Psychology，93(1)，63-93。  new window
22.McGinty, A. S.、Justice, L. M.(2009)。Predictors of print knowledge in children with specific language impairment: experiential and developmental factors。Journal of Speech, Language & Hearing Research，52，81-97。  new window
23.Neuman, S. B.(1996)。Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction。Early Childhood Research Quarterly，11(4)，495-513。  new window
24.Roy-Charland, A.、Saint-Aubin, J.、Evans, M. A.(2007)。Eye movements in shared book reading with children from kindergarten to grade 4。Reading and Writing: An Interdisciplinary Journal，20，909-931。  new window
25.Snow, C. E.(1991)。The theoretical basis for relationships between language and literacy in development。Journal of Research in Childhood Education，6(1)，5-10。  new window
26.Stahl, S. A.、Murray, B. A.(1994)。Defining phonological awareness and its relationship to rarly reading。Journal of Educational Psychology，86，221-234。  new window
27.Storch, S. A.、Whitehurst, G. J.(2002)。Oral language and code-related precursors to reading: Evidence from a longitudinal structural model。Developmental Psychology，38(6)，934-947。  new window
28.Whitehurst, G. J.、Lonigan, C. J.(1998)。Child development and emergent literacy。Child Development，69(3)，848-872。  new window
29.鄭昭明、陳學志(19911200)。漢字的簡化對文字讀寫的影響。華文世界，62，86-104。new window  延伸查詢new window
30.Sénéchal, M.、LeFevre, J. A.、Thomas, E. M.、Daley, K. E.(1998)。Differential effects of home literacy experiences on the development of oral and written language。Reading Research Quarterly，33(1)，96-116。  new window
31.曾世杰、簡淑真、張媛婷、周蘭芳、連芸伶(20050300)。以早期唸名速度及聲韻覺識預測中文閱讀與認字：一個追蹤四年的相關研究。特殊教育研究學刊，28，123-143。new window  延伸查詢new window
32.Evans, M. A.、Moretti, S.、Shaw, D.、Fox, M.(2003)。Parent scaffolding in children’s oral reading。Early Education and Development，14，363-388。  new window
33.Evans, M. A.、Shaw, D.(2008)。Home grown for reading: Parental contributions to young children’s emergent literacy and word recognition。Canadian Psychology，49，89-95。  new window
34.Ezell, H.、Justice, L.(2000)。Increasing the print focus of shared reading interactions through observational learning。American Journal of Speech-Language Pathology，9，36-47。  new window
35.Justice, L. M.、Ezell, H. K.(2000)。Enhancing children’s print and word awareness through home-based parent intervention。American Journal of Speech-Language Pathology，9，257-269。  new window
36.Justice, L. M.、Pullen, P. C.、Pence, L.(2008)。Influence of verbal and nonverbal references to print on preschoolers’ visual attention to print during storybook reading。Developmental Psychology，44，855-866。  new window
37.Justice, L. M.、Skibbe, L.、Canning, A.、Lankford, C.(2005)。Preschoolers, print and storybooks: an observational study using eye movement analysis。Journal of Research in Reading，28(3)，229-243。  new window
38.Lovelace, S.、Stewart, S. R.(2007)。Increasing print awareness in preschoolers with language impairment using non-evocative print referencing。Language, Speech, and Hearing Services in Schools，38，16-30。  new window
39.Qian, G.、Reinking, D.、Yang, R.(1994)。The effects of character complexity on recognizing Chinese characters。Contemporary Educational Psychology，19(2)，155-166。  new window
40.Aram, D.、Biron, S.(2004)。Joint storybook reading and joint writing interventions among low SES preschoolers。Differential contributions to early literacy，19，588-610。  new window
41.Evans, M. A.、Williamson, K.、Pursoo, T.(2008)。Preschoolers’ attention to print during shared book reading。Scientific Studies of Reading，12(1)，106-129。  new window
圖書
1.陸莉、劉鴻香(1994)。畢保德圖畫詞彙測驗。臺北：心理出版社。  延伸查詢new window
2.McBride-Chang, C.(2004)。Children's literacy development。London, UK：London, England：Edward Arnold：Oxford Press。  new window
3.洪翠娥(2001)。三隻小兔。Max。台北。  延伸查詢new window
4.Jackendoff, R.(1993)。Patterns in the mind, language, and human nature。New York, NY。  new window
5.Max, B.、Jozef, W(1987)。Stoppel,poppel oder hoppel。Verlag, Germany。  new window
6.McBride-Chang, C.、Zhong, Y.(2003)。A longitudinal study of effects of phonological processing, visual skills, and speed of processing on Chinese character acquisition among Hong Kong Chinese kindergartners。Reading development in Chinese children。Westport, CT。  new window
7.Van Kleeck, A.、Woude, J. V.(2003)。Book sharing with preschoolers with language delays。On reading books to children: Parents and teachers。Mahwah, NJ。  new window
8.Ehri, L. C.(1999)。Phases of development in learning to read words。Reading development and the teaching of reading: A psychological Perspective。Oxford, UK。  new window
9.Chen, M. J.(2003)。Component skills for reading Chinese in primary school children。Reading development in Chinese children。Westport, CT。  new window
10.Perfetti, C. A.、Tan, L. H.(1999)。The constituency model of Chinese word identification。Reading Chinese script: A cognitive analysis。Mahwah, NJ。  new window
11.Scarborough, H. S.(2001)。Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice。Handbook of early literacy research。New York, NY。  new window
圖書論文
1.Ho, C. S. H.、Yau, P. W. Y.、Au, A.(2003)。Development of Orthographic Knowledge and Its Relationship with Reading and Spelling among Chinese Kindergarten and Primary School Children。Reading Development in Chinese Children。London：Praeger。  new window
2.Chan, L.、Wang, L.(2003)。Linguistic awareness in learning to read Chinese: A comparative study of Beijing and Hong Kong children。Reading development in Chinese children。Westport, CT：Praeger。  new window
3.Ehri, L. C.(1998)。Grapheme-phoneme knowledge in essential for learning to read words in English。Word recognition in beginning literacy。Mahwah, New Jersey：Lawrence Erlbaum Associates。  new window
4.DeTemple, J. M.(2001)。Parents and children reading books together。Beginning Literacy with Language: Young Children Learning at Home and School。Baltimore, MD：Paul H. Brookes Publishing Co。  new window
5.萬雲英(19910000)。兒童學習漢字的心理特點與教學。中國人．中國心：發展與教學篇。臺北：遠流。new window  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1393（臺灣：1387，外國：6） ／ 本年度總使用人次：1780212 ／ 訪客人次（自102年09月）：67580016
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上