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題名:共讀童書文字指引策略對幼兒認字之影響
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-juChang, Chien-ju
出版日期:2013
卷期:45:2
頁次:頁157-173
主題關鍵詞:中文文字指引策略共讀認字MandarinPrint referencingShared book readingWord recognition
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(7) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:38
  • 點閱點閱:69
本研究以94位就讀於桃園縣龜山鄉公私立托兒所3至5歲幼兒為對象,將幼兒均分為兩組,分別以文字指引策略及對話式共讀帶領實驗組及控制組幼兒共讀20本童書,探討成人採用文字指引策略帶領共讀活動對幼兒認字能力的影響。研究結果發現:(1)採用文字指引策略共讀童書較對話式共讀能顯著提升幼兒整體的認字能力。(2)共讀童書文字指引策略能提升幼兒認字及目標字彙辨識能力。(3)成人在帶領幼兒共讀童書過程中,特別針對某些字彙的字形、字音、和字義加以說明,並提供詞素覺識訓練,可以顯著提昇幼兒對這些目標字彙的辨識能力。
A total of 94 preschool children aged 3 to 6 from three nursery schools in Tao-Yuan County participated in this study. Children were evenly divided into an experimental group and a control group. Children in both groups read with an adult together for a total of 20 story books twice a week for ten consecutive weeks, using print referencing reading and dialogic reading methods in the respective groups. Results indicated that (1) children that participated in print referencing reading group showed a significant improvement in word recognition than their counterparts in the dialogic reading group; (2) the print referencing method in shared book reading elevated children's word recognition and target word identification abilities; and (3) adult instruction of orthography, sound, and meaning of target words in the storybooks and provision of morphological training associated with those words substantially increase the children's abilities of target word identification.
期刊論文
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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.Chung, Wei-Lun、Hu, Chieh-Fang(2007)。Morphological awareness and learning to read Chinese。Reading and Writing: An Interdisciplinary Journal,20(5),441-461。  new window
16.Crain-Thoreson, C.、Dale, P. S.(1999)。Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays。Topics in Early Childhood Special Education,19(1),28-39。  new window
17.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
18.Justice, L. M.、Ezell, H. K.(2002)。Use of storybook reading to increase print awareness in at-risk children。American Journal of Speech-Language Pathology,11(1),17-29。  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.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
21.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
22.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
23.Pile, E. J. S.、Girolametto, L.、Johnson, C. J.、Chen, X.、Cleave, P. L.(2010)。Shared Book Reading Intervention for Children with Language Impairment: Using Parents-as-aides in Language Intervention。Canadian Journal of Speech-Language Pathology and Audiology,34(2),96-109。  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.Senechal, M.、LeFevre, J.(2002)。Parent involvement in the development of children’s reading skill: A five-year longitudinal study。Child Development,73,445-460。  new window
26.Whitehurst, G. J.、Lonigan, C. J.(1998)。Child development and emergent literacy。Child Development,69(3),848-872。  new window
27.Scarborough, H. S.、Dobrich, W.(1994)。On the efficacy of reading to preschoolers。Developmental Review,14(3),245-302。  new window
28.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
29.Bialystok, E.(1991)。Letters, Sounds, and Symobols: Changes in Children's Understanding of Written Language。Applied Psycholinguistics,12,75-89。  new window
30.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
31.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
會議論文
1.Chen, S. Y.(2001)。Children's selective use of semantic information to infer orthographic relation between homophones。the biennial meeting of Society for Research in Child Development。Minneapolis, Minnesota。  new window
學位論文
1.楊惠蘭(2007)。兒歌結合部首識字教學對弱勢幼兒識字能力影響之研究(碩士論文)。國立臺東大學。  延伸查詢new window
2.林雅芬(2008)。兒童對中文組字知識的理解(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.路喬甯(2011)。幼稚園大班幼兒文字及書本概念與中文認字能力之相關研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.De Temple, J.、Snow, C. E.(2003)。Learning words from books。On reading books to children: Parents and teachers。Mahwah, NJ:Erlbaum。  new window
2.陸莉、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
3.McBride-Chang, C.(2004)。Children's literacy development。London, UK:London, England:Edward Arnold:Oxford Press。  new window
4.National Institute for Literacy(2008)。Developing early literacy: Report of the national early literacy panel。National Center for Family Literacy。  new window
圖書論文
1.Gough, P. B.、Juel, C.、Griffith, P. L.(1992)。Reading, spelling, and the orthographic cipher。Reading acquisition。Hiisdale, New Jersey:Erlbaum。  new window
 
 
 
 
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