共讀童書文字指引策略對幼兒認字之影響
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Date
2013-12-??
Authors
陳惠茹
張鑑如
Hui-Ju Chen
Chien-Ju Chang
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Department of Educational Psychology, NTNU
Abstract
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箱及控制組幼兒共讀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叢書過程中，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， 可以顯著提財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.
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.