聽覺障礙學童雙語繪本共讀的效果：1-2-3繪本共讀法與對話式繪本共讀法的比較

Teaching Reading to Deaf Students Using the Bilingual Approach: A Comparison of the 1-2-3 Method and Dialogic Method

劉俊榮(Chun-Jung Liu) ； 劉秀丹(Hsiu-Tan Liu)

《障礙者理解學刊》 16卷1期 (2017/02) Pp. 67-91

https://doi.org/10.6513/JUID.201702_16(1).0004

摘要

本研究目的在探討以手語與中文兩種語言進行繪本共讀的效果，並對1-2-3繪本共讀法與對話式繪本共讀法進行比較。研究以3名啟聰學校國小一、二年級學生為對象，由聾人教師進行8週一對一的繪本共讀。教學期間每週上課4天，兩天進行1-2-3繪本共讀，另外兩天進行對話式繪本共讀。經由平衡對抗的安排，比較兩種繪本共讀的效果。本研究採用兩種實驗設計來達成研究目的，其一為單一受試實驗研究並行處理設計，比較兩種繪本共讀的繪本詞彙進步量，其二為實驗組控制組前後測設計，目的在分析兩種教學方法的綜合成效，依變項為學生在繪本字彙辨識測驗、繪本閱讀理解測驗、手語能力測驗的得分。研究結果顯示，在沒有教學的基線期，三名學生的繪本詞彙進步量接近於0；而在繪本共讀的介入期，學生在1-2-3繪本共讀所習得的詞彙量高於對話式繪本共讀，唯兩者的差異並沒有達到統計顯著水準；進入還原期後，三名學生的繪本詞彙進步量亦接近於0，顯示繪本共讀有其效果。此外，還原期的繪本詞彙量優於基線期，表示經過繪本共讀之後，學生詞彙量有所提升。兩種繪本共讀法的綜合效果，屬於大的效果量。實驗組有兩名學生的手語能力達到可靠改變的標準，識字、閱讀理解則各有一名學生達到可靠改變的標準。控制組則只有一名學生在識字達到可靠改變的標準。根據研究結果，本研究建議聾學生應該接受一對一的教學，以提升其閱讀能力，而以聾成人擔任教師作為優先考量；其次，未來可嘗試調整1-2-3繪本共讀法，使之成為低成本、高效益的團體或小組教學法；第三，進行閱讀教學的縱貫性研究，以觀察一對一的教學能否協助聾學生超越四年級的閱讀高原。

關鍵字

手語 ； 雙語 ； 聽覺障礙 ； 閱讀教學 ； 繪本共讀

並列摘要

Teaching with Taiwanese Sign Language and written Chinese (the bilingual approach) has been recommended in the learning of reading; however, more empirical support is needed. The purpose of this study was to compare two reading teaching methods: the 1-2-3 method and the dialogic method. Using a parallel treatments and pretest-posttest control group design, a culturally Deaf teacher was utilized to teach reading to three deaf children in the first and second grade for eight weeks. Word growth, story comprehension, and sign language capability were measured using tests designed by the researchers. Results are as follows: (1) Students in the experimental group, improved significantly in all three measures. (2) Student word growth during intervention phase was superior to that at baseline and withdraw phases. (3) The number of words students recognized for each picture book in withdraw phase was more than at the baseline. Comparing the results from 1-2-3 and dialogic methods showed that more words were learned during the 1-2-3 method than during dialogic method, but the difference was not statistically significant. Recommendations include: (1) employing deaf adults as teachers, and (2) conducting longitudinal studies to measure long-term effects of the bilingual teaching approach.

並列關鍵字

sign language ； bilingual ； hearing handicap ； reading instruction ； sharing bookreading