聽損兒童讀寫萌發技能及親子共讀促進策略
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2020-12-??
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國立台灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本文的目的在於透過文獻整理，說明讀寫萌發的意義及其對聽損兒童閱讀的重要性，並提出促進聽損兒童讀寫萌發的親子共讀技巧，提醒聽損兒童及相關人員盡早促進讀寫萌發，協助聽損兒童發展早期讀寫能力。本文首先說明讀寫萌發指的是出生後到習得正式閱讀、寫作能力前的發展過程，兒童的讀寫萌發表現和他後續的閱讀、寫作能力有密切關係。接著一一說明讀寫萌發的重要指標，包括：音韻覺識能力、快速唸名、口語發展、文字書本覺識等，並說明這些指標與閱讀的關係，以及聽損兒童在這些指標的表現。最後整理出三項有效促進讀寫萌發的繪本共讀策略，包括父母語言促進技巧、對話式共讀及文體參照策略等三項，建議家長或早療相關人員發展以家庭為本位的繪本共讀早期介入方案，協助聽損兒童的早期閱讀。
The purposes of this article are to explain the significance of emergent literacy and its importance for children with hearing loss through the use of a literature review and also to organize parent-child co-reading skills that promote the emergent literacyof children with hearing loss, so as to remind the parents and related professionals to promote emergent literacy development of children with hearing loss as soon as possible. This article first explains that emergent literacy is mostly associated with the literarydevelopment of a child from when they are born until they begin schooling. Then the author describes the essential indicators of emergent literacy, including phonological awareness, rapid automatic naming, oral development, print awareness, etc., and explains the relationships between these indicators and reading, and also the performance of children with hearing loss as shown by these indicators. Finally, the author has sorted out three picture book co-reading strategies that effectively promote emergent literacy, including parents' language promotion skills, dialogic reading, and print referencing strategies. It is recommended that parents or early intervention related professionals develop family-oriented picture book co-reading intervention programs to assist early reading for hearing impaired children.
The purposes of this article are to explain the significance of emergent literacy and its importance for children with hearing loss through the use of a literature review and also to organize parent-child co-reading skills that promote the emergent literacyof children with hearing loss, so as to remind the parents and related professionals to promote emergent literacy development of children with hearing loss as soon as possible. This article first explains that emergent literacy is mostly associated with the literarydevelopment of a child from when they are born until they begin schooling. Then the author describes the essential indicators of emergent literacy, including phonological awareness, rapid automatic naming, oral development, print awareness, etc., and explains the relationships between these indicators and reading, and also the performance of children with hearing loss as shown by these indicators. Finally, the author has sorted out three picture book co-reading strategies that effectively promote emergent literacy, including parents' language promotion skills, dialogic reading, and print referencing strategies. It is recommended that parents or early intervention related professionals develop family-oriented picture book co-reading intervention programs to assist early reading for hearing impaired children.