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題名：家長應用文字參照策略提升學前語言發展遲緩兒童的書本和文字概念之成效
書刊名：特殊教育學報
作者：蘇楷涵／王秋鈴 引用關係
作者(外文)：Su, Kai-han／Wang, Chiu-ling
出版日期：2018
卷期：47
頁次：頁63-93
主題關鍵詞：文字參照策略；學前語言發展遲緩兒童；書本和文字概念；Print referencing；Language-delayed preschoolers；Print awareness
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(4) 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:4
  • 共同引用共同引用:15
  • 點閱點閱:4
本研究旨在探討學齡前語言發展遲緩兒童家長學習文字參照策略(print referencing, PR)之成效，並探討該策略對語言發展遲緩兒童的書本和文字概念發展之影響。研究採用單一受試法跨受試多探試設計，以大臺北地區三對親子為研究對象。三位家長均接受四週的PR策略課程，每週在家與兒童共讀4次，每次10-20分鐘，並每週與研究者面談一次，以了解PR策略在家中的實施情形。研究結果以目視分析和C統計進行資料分析，輔以觀察與訪談家長等資料探究社會效度。綜合本研究結果發現：(1)家長學習PR策略後，對增加其使用該策略的頻率具有立即成效及維持成效；(2)語言發展遲緩兒童在接受家長以PR策略共讀後，其在「幼兒書本和文字概念評量中文版」(Preschool Word and Print Awareness Assessment- Chinese Version, PWPA-C)的表現較介入前進步，且兒童於共讀過程中針對書本和文字概念做出適切回應或主動討論的頻率均較介入前高。本研究根據研究結果進行討論，並提供PR策略之實務執行與後續研究之建議。
The aims of the study were to investigate the effectiveness of the parents of language- delayed preschoolers who learning print referencing strategies (PR), and its impacts on the children's print awareness. The multiple probe design across subjects was implemented in this study. Three language-delayed preschoolers and their parents from Taipei area were participated in this study. The parents received a 4-week program for learning print referencing strategies, and met the researcher once per week to understand how they applied print referencing strategies with their children during shared reading at home. The parents were asked to share reading with their children at least four times per week, and 10-20 minutes per time. The data were analyzed by visual analysis, and C statistic. Direct observations and parent's interviews were implemented supplementary for exploring the social validity. The results of this study were summarized as follows: (1) After a brief learning, it has immediate effect for increasing parents' frequencies of using print-referencing strategies during shared-reading. (2) It also has maintenance effect for keeping parents' frequencies of using print-referencing strategies after intervention. (3) The children show improvement in PWPA-C since their parents used print referencing strategies during shared-reading. (4) The children also increase the frequencies of appropriately respond to and discuss about the print awareness since their parents applied print referencing strategies for shared-reading. In addition to discuss of results, this study also provides suggestions for clinical practice and further research.
期刊論文
1.李連珠、林慧芬(20010600)。適合發展的幼兒語文課程。臺南師院學報，34，443-474。new window  延伸查詢new window
2.Justice, L. M.、Kaderavek, J. N.(2002)。Using shared storybook reading to promote emergent literacy。TEACHING Exceptional Children，34(4)，8-13。  new window
3.Pullen, P. C.、Justice, L. M.(2003)。Enhancing phonological awareness, print awareness, and oral language skills in preschool children。Intervention in School and Clinic，39(2)，87-98。  new window
4.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
5.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
6.Whitehurst, G. J.、Lonigan, C. J.(1998)。Child development and emergent literacy。Child Development，69(3)，848-872。  new window
7.王佩徛、王秋鈴(20151200)。學習對話式閱讀對提升家長親子共讀技巧之成效。特殊教育學報，42，1-26。new window  延伸查詢new window
8.Ezell, H. K.、Justice, L. M.(2000)。Increasing the print focus of adult-child shared book reading through observational learning。American Journal of Speech-Language Pathology，9(1)，36-47。  new window
9.Justice, L. M.、Weber, S. E.、Ezell, H. K.、Bakeman, R.(2002)。A sequential analysis of children's responsiveness to parental print references during shared book-reading interactions。American Journal of Speech-Language Pathology，11(1)，30-40。  new window
10.何芮瑤(20150600)。「這是字嗎？」：臺灣幼兒的文字樣貌概念初探。慈濟大學人文社會科學學刊，18，115-136。new window  延伸查詢new window
11.Chang, C.-J.、Luo, Y.-H.、Wu, R.(2016)。Origins of print concepts at home: Print referencing during joint book-reading interactions in taiwanese mothers and children。Early Education and Development，27(1)，54-73。  new window
12.Dynia, J. M.、Lawton, K.、Logan, J. A.、Justice, L. M.(2014)。Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers。Topics in Early Childhood Special Education，34(3)，142-153。  new window
13.Gettinger, M.、Stoiber, K. C.(2014)。Increasing opportunities to respond to print during storybook reading: Effects of evocative print-referencing techniques。Early Childhood Research Quarterly，29(3)，283-297。  new window
14.Justice, L. M.(2006)。Emergent literacy: Development, domains, and intervention approaches。Clinical Approaches to Emergent Literacy Intervention，1，1-27。  new window
15.Justice, L. M.、Bowles, R. P.、Skibbe, L. E.(2006)。Measuring preschool attainment of print-concept knowledge: A study of typical and at-risk 3-to 5-year-old children using item response theory。Language, Speech, and Hearing Services in Schools，37(3)，224-235。  new window
16.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(3)，257-269。  new window
17.Justice, L. M.、Ezell, H. K.(2001)。Word and print awareness in 4-year-old children。Child Language Teaching and Therapy，17(3)，207-225。  new window
18.Justice, L. M.、Ezell, H. K.(2004)。Print Referencing: An emergent literacy enhancement strategy and its clinical applications。Language, Speech & Hearing Services in Schools，35(2)，185-193。  new window
19.Justice, L. M.、Sofka, A. E.、McGinty, A.(2007)。Targets, techniques, and treatment contexts in emergent literacy intervention。Seminars in Speech and Language，28(1)，14-24。  new window
20.Lanter, E.、Watson, L. R.、Erickson, K. A.、Freeman, D.(2012)。Emergent literacy in children with autism: An exploration of developmental and contextual dynamic processes。Language, Speech, and Hearing Services in Schools，43(3)，308-324。  new window
21.Lovelace, S.、Stewart, S. R.(2007)。Increasing print awareness in preschoolers with language impairment using non-evocative print referencing。Language, Speech & Hearing Services in Schools，38(1)，16-30。  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, and Hearing Research，52(1)，81-97。  new window
23.Puranik, C. S.、Lonigan, C. J.(2012)。Early writing deficits in preschoolers with oral language difficulties。Journal of Learning Disabilities，45(2)，179-190。  new window
24.Ricci, L.(2011)。Home literacy environments, interest in reading and emergent literacy skills of children with Down syndrome versus typical children。Journal of Intellectual Disability Research，55(6)，596-609。  new window
25.Zucker, T. A.、Justice, L. M.、Piasta, S. B.(2009)。Prekindergarten teachers' verbal references to print during classroom-based, large-group shared reading。Language, Speech, and Hearing Services in Schools，40(4)，376-392。  new window
學位論文
1.陳惠茹(2011)。共讀童書文字指引策略對幼兒認字及認字後設語言能力之影響(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
2.宣崇慧(2000)。學前聽障及聽常兒童讀寫發展能力與口語發展能力之探究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.王嘉珮(2011)。早期讀寫發展困難檢核表之編製(碩士論文)。國立臺北教育大學。  延伸查詢new window
4.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
5.吳真鳳(2015)。文字參照策略對學齡前語言發展遲緩兒童的文字覺識能力之影響(碩士論文)。國立臺北護理健康大學。  延伸查詢new window
6.王秋鈴(2011)。促進學前語言發展遲緩兒童啟蒙讀寫能力之課程研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
7.林湘雅(2015)。幼兒書本和文字概念評量中文版之信效度研究(碩士論文)。臺北市立大學。  延伸查詢new window
8.許純培(2010)。南投偏遠山區學前兒童文體參照策略之介入(碩士論文)。國立台北護理學院。  延伸查詢new window
9.陳皖瓴(2017)。幼兒書本和文字概念評量中文版之常模研究—以大台北地區為例(碩士論文)。臺北市立大學。  延伸查詢new window
10.曾之芳(2014)。文體參照策略對學前聽覺障礙孩童文體覺察之成效(碩士論文)。國立高雄師範大學。  延伸查詢new window
圖書
1.Snow, Catherine E.、Burns, M. Susan、Griffin, Peg(1998)。Preventing Reading Difficulties in Young Children。National Academy Press。  new window
2.Schickedanz, Judith A.、陳淑琴(2005)。遠遠多於ABC：談早期讀寫的萌發。台北：信誼基金。  延伸查詢new window
3.Burns, M. S.、Griffin, P.、Snow, C. E.、柯華葳、游雅婷(2001)。踏出閱讀的第一步。臺北市：信誼。  延伸查詢new window
4.Cabell, S. Q.、Justice, L. M.、Kaderavek, J. N.(2008)。Emergent literacy: Les sons for success。San Diego, CA：Plural Publishing。  new window
5.Owocki, G.、Goodman, Y. M.(2002)。Kidwatching: Documenting children's literacy development。Portsmouth, NH：Heinemann。  new window
6.Paul, R.、Norbury, C. F.(2011)。Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating。St. Louis, MO：Mosby/Missouri。  new window
7.Rhyner, P. M.(2009)。Emergent literacy and language development: Promoting learning in early childhood。New York, NY：The Guilford Press。  new window
其他
1.教育部(2014)。教育部推廣閱讀情形報告，http://www.ey.gov.tw/Upload/RelFile/26/716421/02簡報檔_教育部閱讀推動情形報告%28院會報告%29103_0311ok.pdf。  延伸查詢new window
圖書論文
1.吳敏而(1993)。文字書本概念與閱讀能力的關係。國民小學國語科教材教法研究。臺北：臺灣省國民教師研習會。  延伸查詢new window
2.McGinty, A. S.、Sofka, A.、Sutton, M.、Justice, L.(2006)。Fostering print awareness through interactive shared reading。Sharing books and stories to promote language and literacy。San Diego, CA：Plural Publishing, Inc.。  new window
 
 
 
 
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