Early Literacy Development of a Young Bilingual Child: The Case for Instructionally Embedded Assessments

學齡前雙語幼兒語文發展：教學導向之語文評量個案研究

陳嘉珩(Chia-Heng Chen) ； 張乃英(Nai-Ying Chang)

《修平人文社會學報》 18期 (2012/03) Pp. 145-175

https://doi.org/10.29547/ZHWHGX.201203.0007

摘要

本研究旨在探究學齡前幼兒語文評量在協助雙語幼兒的英語語文能力發展及教學上之應用，研究個案為一位來自美國大都會區低收入拉丁裔移民家庭的4歲10個月幼兒，在其就讀托兒所第二年的第一學期中，研究者透過標準化正式語文評量工具、觀察、訪談等多元化方式來瞭解個案英語讀寫能力發展的優點及需求。評量結果顯示個案在聲韻覺知、字母辨識、圖書操作行為上，已具備美國同齡幼兒相同程度，但在文字與語音的一對一連結朗讀能力方面仍須加強，此外，個案雖認為閱讀是愉快的，但平日對於造訪書店並不感興趣，也很少主動閱讀，對故事的概念多來自視聽媒體，在對故事內容的理解與口語互動上，傾向於命名、覆誦式訊息，而非推論、預測、或與自己本身生活經驗連結的訊息。最後，針對結果，研究者提出八項促進個案語文發展的教學策略，供現場教師參考。

關鍵字

早期讀寫發展 ； 語文評量 ； 幼兒教育

並列摘要

This study utilized multiple assessments related to instructional decisions to explore the nature of the literacy development of a 4-year, 10-month-old bilingual Latino girl from a third-generation immigrant family living in a major city in the United States. Several formal and informal assessments were administered to identify the participant's literacy strength and needs at a Head Start Program. According to the findings, the participant demonstrated equivalent competence to children of same age in phonological awareness, alphabet knowledge, and book knowledge; however, she needed improvement in tracking print and one-to-one matching between spoken words and written words. The research provided suggestions to advance the participant's literacy development. This study enriches current knowledge of the application of multiple literacy assessments, contributes to research on child literacy development, and provides educational implications for literacy specialists.

並列關鍵字

emergent literacy ； literacy assessments ； early childhood education