對話式閱讀對學前身心障礙兒童詞彙能力之影響

本研究旨在探討對話式閱讀對學前身心障礙兒童詞彙能力之影響。研究對象為21名領有身心障礙手冊之兒童，其年齡介於5歲7個月至7歲3個月之間。研究者以對話式閱讀引導研究對象閱讀生活相關童書，也請家長使用相同方法每天導讀童書20至30分鐘。研究結果有三：(l)對話式閱讀能有效增進實驗組兒童詞彙成長率；所習得之詞彙，三個月後仍具保留效果。(2)實驗組受試之詞彙成長率似與認知能力有關，認知能力較低兒童之詞彙成長率也稍有偏低的趨勢。(3)對話式閱讀能激發大多數實驗組受試主動閱讀童書，並以對話的方式和家長、手足分享童書內容。最後根據研究結果對未來研究提出若干建議。

關鍵字

身心障礙兒童；童書；詞彙能力；對話式閱讀

並列摘要

The primary purpose of the study was to examine the effects of dialogic reading on vocabulary ability of preschool aged children with disabilities. A total of 21 children who were holders of a current disability certificate between the ages of 5 years 7 months and 7 years 3 months, participated. The subjects were guided by the researcher and their parents to read selected children books using the methods of dialogic reading in the environment of school and home for twenty to thirty minutes per day. The results of the study were: a) Dialogic reading showed positive results in experiment group. The learned vocabularies of the subjects of experiment group were maintained after three months. b) The vocabulary growth rate of the subjects was correlated to their cognitive ability. c) Dialogic reading motivated active reading behaviors of most of the subjects of experiment group. The subjects also shared the learned stories to their parents and siblings. Based on the results of this study, the researcher provided several suggestions to future studies.