低社經家庭大班幼兒敘事能力與讀寫萌發能力關聯性之探究

Abstract

本研究目的是了解低社經家庭大班5歲幼兒的敘事能力與讀寫萌發能力之表現，並探討敘事能力與讀寫萌發能力之間的相關性。研究對象為就讀臺灣中部臨海地區公私立幼兒園，共60名5至6歲幼兒。本研究皆以個別施測進行，以標準化測驗測量其詞彙理解能力，透過訪談蒐集其看圖說故事敘事語料及姓名書寫表現，並發放「學前兒童讀寫萌發能力評定量表」給班級教師填寫，藉以了解大班5歲幼兒其讀寫萌發能力之概況。研究結果如下： 一、在敘事能力方面，低社經家庭幼兒詞彙理解的表現略高於常模，敘事之總詞彙量和相異詞彙量的內部差異很大，敘事之內在結構故事文法結構的表現，以「引發事件」的表現最好，而「內在反應」的表現較為困難；在讀寫萌發能力方面，以「圖書及文字概念」的表現最好。 二、低社經家庭幼兒詞彙能力與讀寫萌發能力無顯著相關，而敘事能力外在結構和內在結構表現與讀寫萌發能力有顯著相關。 三、低社經家庭幼兒敘事能力外在結構總子句數和內在結構故事文法結構對讀寫萌發能力有預測力，且故事文法結構總分的解釋力高於總子句數。 最後根據研究結果，對學校教師、幼兒父母及未來研究提出建議。This study examined the relationship between narrative ability and emergent literacy ability in low-socioeconomic families’ preschool children.60 participates between 5 and 6 years of age were from public and private kindergartens in the coastal areas of central Taiwan. Interviews were conducted individually. The test materials consisted of receptive vocabulary, storytelling narratives, name writing, and “The Emergent Literacy Scale for Preschools” to the class teachers. The results of the present study as follows: 1.Regarding narrative ability, the scores of receptive vocabulary were mostly above the average of the norm, the number of words and the number of different words differed greatly, internal structures of narratives were best in “Initiating Event” and were more difficult in “Internal response”. In terms of the emergent literacy, the performance of “The Development of bibliography& word knowledge” is the best. 2.The vocabulary ability was not significantly related to the emergent literacy ability, but the external and internal structure of narrative ability are significantly related with the emergent literacy ability. 3.The external and internal structure of narrative ability can predict the emergent literacy ability, and the internal structure had more predictive than the external structure. According to the finding, suggestions were made for school teachers, parents and future research.