對話式親子閱讀對幼兒詞彙理解與口語表達能力之影響

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對話式親子閱讀對幼兒詞彙理解與口語表達能力之影響
著者: 陳沛緹; Chen, Pei-ti
張麗君; Li-chun Chang; 幼兒教育學系碩士班
主題: 對話式閱讀; 詞彙理解能力; 口語表達能力; 親子共讀; parent-child reading; oral expressive ability; vocabulary comprehension; dialogic reading
描述: 語言的發展奠基於學前階段，且早期語言發展的快慢優劣，不僅影響個體各方面學習，對於社會關係的健全與健全人格的發展都有極大的影響。在多種親子互動的方式中，親子共讀是目前被認為是提升語言能力既短且最有效率的活動。『對話式閱讀』是美國心理學家Grove Whitehurst教授於一九八八年發掘的一種親子閱讀方法，背後理念在於改變傳統閱讀中父母和孩子的角色，使孩子成為主要的講故事者，而父母則是聆聽者，並在與孩子共讀時擔當引導和協助的角色。國外也有許多相關研究相繼驗證共讀採「對話式閱讀」之方式，可提升幼兒語言能力之發展。本研究目的在探討對話式親子閱讀對幼兒詞彙理解能力與口語表達能力之影響以及了解幼兒詞彙理解能力與口語表達能力之間的相關性。本研究採實驗研究前測－後測控制組設計，研究對象為40位大班幼兒及其家長，將對40對親子分派至實驗組與控制組，實驗前一週，兩組幼兒皆接受修訂畢保德圖畫詞彙測驗-甲式及兒童口語表達能力測驗之前測，實驗組家長於實驗前需接受兩次每次一小時之對話式閱讀訓練。實驗時間為九週，每週閱讀一本指定繪本，實驗組親子在實驗期間使用對話式閱讀之方式與孩子共讀，控制組則維持平常之共讀方式。實驗結束後一週，兩組幼兒接受修訂畢保德圖畫詞彙測驗-甲式及兒童口語表達能力測驗之後測，以了解兩組幼兒詞彙理解與口語表達能力之前、後測成績有何差異，三個月後再進行修訂畢保德圖畫詞彙測驗-甲式及兒童口語表達能力測驗之追蹤測，以了解兩組幼兒詞彙理解與口語表達能力是否有差異，實驗是否具有持續性的影響。研究結果發現：（一）對話式親子閱讀方式有助於幼兒詞彙理解能力之提升並具有持續性的效果（二）對話式親子閱讀有助於幼兒口語表達能力之提升並具有持續性的效果（三）幼兒詞彙理解與口語表達能力具有正相關（四）非對話式閱讀方式對幼兒詞彙理解能力之提升沒有影響，而對口語表達能力之提升則有些微的效果
The development of language, which initiates during the preschool stage, has a great influence on all aspects of an individual’s learning and the development of social relationships and their personality. Among various parent-child interactions, parent-child reading is considered the most efficient activity to promote children’s development of language. Dialogic Reading (DR) is a parent-child reading activity proposed by an American psychologist, Grove Whithurst, in 1988. Switching the roles of parents and children in traditional reading methods, children become the story tellers while their parents play the listeners, who also provide assistance and guidance. Many overseas studies show that dialogic reading promotes young children’s development of language. This study aims to explore the effects of and the relationship between of DR on word comprehension and oral expression of young children. A pretest-posttest control group design was adopted for the experiment in this study. The subjects, including 40 six-year-old kindergarten children and their parents, were assigned randomly to the experimental group (EG) and the control group (CG), 20 in each group. One week before the experiment, both the EG and CG took the pretest, Peabody picture Vocabulary Test-Revised (PPVT) and the Children Oral Expression Ability Test (COEAT). Moreover, the researcher conducted two, one-hour, DR training sessions for the EG parents. During the 9-week study, both groups had to read a book each week. The EG practiced DR while the CG read in common ways. For the posttest, both groups took the PPVT and COEAT one week after the experiment for comparative analysis with the pretest. Three months after the experiment, another identical posttest was conducted on both groups to examine the long-term effects of practicing DR. Based on the data analyses, the major findings of the study are summarized as follows: 1.DR is beneficial for young children’s wordcomprehension and has a long-term effect.2.DR is beneficial for young children’s oral expression and has a long-term effect.3.There is a positive relation between children’s word recognition and oral expression.4.Non-dialogical reading methods have no significant effects on promoting young children’s vocabulary comprehension and slight effects on boosting their oral expressive ability.
碩士
建立日期: 2011
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1364
資源來源: NUTN IR

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對話式親子閱讀對幼兒詞彙理解與口語表達能力之影響

陳沛緹; Chen, Pei-ti 張麗君; Li-chun Chang; 幼兒教育學系碩士班 2011

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