重複閱讀教學提升三歲語言弱勢幼兒詞彙及故事理解能力之探究

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dc.contributor張鑑如zh_TW
dc.contributorChang, Chien-Juen_US
dc.contributor.author周薏馨zh_TW
dc.contributor.authorCHOU, Yi-Hsinen_US
dc.date.accessioned2023-12-08T07:30:20Z
dc.date.available2022-08-01
dc.date.available2023-12-08T07:30:20Z
dc.date.issued2022
dc.description.abstract本研究旨在探討重複閱讀教學對三歲語言弱勢幼兒詞彙與故事理解能力的影響。以三位三歲語言弱勢幼兒為研究對象，採用單一受試跨受試多基線設計（A-B-M），自變項為重複閱讀教學策略，依變項為詞彙能力及故事理解能力。蒐集各階段的評量資料，並於實驗結束兩週後進行維持效果測驗，再以視覺分析法和 C 統計考驗、效果量進行分析探討。本研究結果顯示： 一、重複閱讀教學對提升三歲語言弱勢幼兒詞彙能力表現有立即成效，且效果顯著。 二、重複閱讀教學對三歲語言弱勢幼兒詞彙能力之維持成效，會因幼兒個別發展及學 習情形而有差異。 三、重複閱讀教學對提升三歲語言弱勢幼兒故事理解能力表現有立即成效，且效果顯 著。 四、重複閱讀教學對提升三歲語言弱勢幼兒故事理解能力表現有維持成效，且效果顯 著。 根據以上結果得知，重複閱讀教學能有效提升語言弱勢幼兒的詞彙和故事理解能力。研究者針對教學實務與未來相關研究提出建議： 一、重複閱讀實施簡便不費時，適合於教學現場中實施。 二、幼兒園教師增進故事提問和帶領討論的能力，有利幼兒對故事的理解。 三、善用不同教學元素融入在重複閱讀活動中，幼兒不會因為重複而失去興趣及耐 性，反而在其中更提升其語文能力。 四、重複閱讀教學有助於語言弱勢幼兒的語文學習。zh_TW
dc.description.abstractThis paper discusses the effect of repeated reading on the vocabulary and story comprehension abilities of 3-year-old children with language difficulties. A single-subject multiple baseline design (A–B–M) was adopted for the research on three of such children, with repeated reading as the teaching strategy and the independent variable and the children’s vocabulary and story comprehension abilities as the dependent variables. Evaluation data from each learning stage were collected, and a test was run on the maintenance of the teaching effect 2 weeks after the experiment. The results were analyzed through visual, C-statistic, and effect size analyses.The results are as follows:(1) Repeated reading instantly and substantially improved the children’s vocabulary abilities.(2) Maintenance of the effect of repeated reading on the children’s vocabulary abilities differed according to their individual development and learning statuses.(3) Repeated reading instantly and substantially improved the children’s story comprehension abilities.(4) The effect of repeated reading on children’s story comprehension abilities was consistently and significantly maintained.Accordingly, repeated reading effectively improved the children’s vocabulary and story comprehension abilities. Suggestions on teaching practices and further research are as follows:(1) Repeated reading is a simple and time-efficient activity and can be conducted in classrooms.(2) Kindergarten teachers are recommended to improve their skills in raising questions and leading discussions about stories to enhance preschool children’s abilities to comprehend stories.(3) Elements of teaching in repeated reading should be diversified to prevent children from losing interest and patience in the activity and further improve their language abilities.(4) Repeated reading is conducive to improving the language learning of children with language difficulties.en_US
dc.description.sponsorship人類發展與家庭學系幼兒教育碩士在職專班zh_TW
dc.identifier003062105-41745
dc.identifier.urihttps://etds.lib.ntnu.edu.tw/thesis/detail/2a9004cfa2047fc39ea1f42e41657f3e/
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/119120
dc.language中文
dc.subject語言弱勢幼兒zh_TW
dc.subject重複閱讀zh_TW
dc.subject單一受試法zh_TW
dc.subject故事理解zh_TW
dc.subject詞彙zh_TW
dc.subjectchildren with language difficultiesen_US
dc.subjectrepeated readingen_US
dc.subjectsingle-subject researchen_US
dc.subjectstory comprehensionen_US
dc.subjectvocabularyen_US
dc.title重複閱讀教學提升三歲語言弱勢幼兒詞彙及故事理解能力之探究zh_TW
dc.titleThe Impact of Repeated Reading on Three-year-old Language Disadvantaged Children's Vocabulary and Story Comprehension Abilitiesen_US
dc.typeetd

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