學前聽障及聽常兒童讀寫發展能力與口語發展能力之探究

A Study on Hearing-impaired and Normal Preschoolers' Emergent Literacy Ability and Oral Language Development

宣崇慧(Chung-hui Hsuan)

指導教授 ： 林寶貴

國立臺灣師範大學/教育學院/特殊教育學系/碩士(1999年)

摘要

摘 要
本研究旨在探討學前四歲半至六歲聽障及聽常兒童讀寫發展及口語發展的相關性，及兩組兒童表現之差異，並進一步瞭解影響其讀寫發展之相關因素研究樣本以就讀幼稚園或托兒所之學前聽障及聽常兒童為主，採比較研究法，聽障及聽常兩組各為30人。並以「學前兒童認知發展評量表」、「學前兒童語言障礙評量表」及研究者自編之「學前兒童讀寫發展評定量表」做為評量工具，用來評量學前兒童的認知發展能力、口語發展能力及讀寫發展能力，做為比較分析及相關因素探討的依據。
主要研究發現如下：
1. 本研究所編製之學前兒童讀寫發展評定量表共分為三個部份，分別為(1)閱讀發展能力、（2）圖書/文字概念發展、及（3）書寫發展能力三種因素。
2. 學前聽障及聽常兒童的讀寫發展能力總分與口語發展能力總分間呈顯著正相關。
3. 聽障者的口語發展能力可有效預測其讀寫發展能力。
4. 學前聽障兒童口語發展能力顯著低於聽常兒童。
5. 聽常兒童讀寫發展能力閱讀發展能力及圖書/文字概念發展顯著優於學前聽障兒童；而學前聽常兒童書寫能力表現未明顯優於學前聽障兒童。
6. 聽障女生的各項讀寫能力表現優於聽障男生。
7. 聽障組性別因素對圖書/文字概念發展有顯著影響。
8. 聽常男女生整體的讀寫發展能力表現間無顯著差異。
9. 聽常男生的圖書/文字概念略優於聽常女生，聽常女生的書寫發展能力則優於聽常男生。
10. 學前聽障兒童四歲半至六歲的讀寫發展能力維持平穩成長，而六歲以後除了書寫發展能力外，其閱讀發展能力及圖書/文字概念發展均呈現下滑的趨勢。而整體讀寫發展能力也明顯下滑。
11. 聽常兒童整體及各分項讀寫發展能力均呈穩定成長。
12. 學前聽障及聽常兒童的整體及各分項讀寫發展能力表現均隨認知發展能力而成長。
13. 認知發展能力對聽障兒童閱讀發展能力有顯著影響。
14. 兩組兒童讀寫發展能力未隨口語發展能力增加。
15. 聽障兒童口語發展能力對閱讀發展能力有顯著影響。
16. 不同聽覺障礙程度之聽障兒童的讀寫發展狀況並未隨聽力損失程度的增加而下降。
17. 兩組兒童讀寫發展能力隨父母教育程度提高而增加。
關鍵詞：學前兒童、讀寫發展、聽障兒童、口語發展

關鍵字

學前兒童 ； 讀寫發展 ； 聽障兒童 ； 口語發展

並列摘要

A Study on Emergent Literacy Ability and Oral Language Development in Hearing-impaired and Normal Preschoolers
Chung-hui Hsuan
Abstract
The proposes of the study were (1) to investigate the correlation and the difference between the hearing-impaired and normal preschoolers' emergent literacy ability and oral language development, and (2) to explore the effects on the preschoolers' emergent literacy ability. Correlative method was used by dividing the samples into two groups: hearing-impairment and normality, with 30 subjects in each group. Data were obtained from "The Cognitive Development Scale for children ", "The Language Disorders Scale for Preschoolers ", and "The Emergent Literacy Scale for Preschoolers" to assess the preschoolers' cognitive development, oral language development, and emergent literacy ability. The main findings of the study were as follows:
1. The factors of "The Emergent Literacy Scale for preschoolers "were (1) The ability of reading development; (2) The development of bibliography & word knowledge; and (3) The ability of writing development.
2. There was a significant positive correlation between the emergent literacy ability and oral language development in both groups.
3. The hearing-impaired preschoolers' oral language development, including oral comprehension and oral expression development could effectively predict their emergent literacy ability.
4. The hearing-impaired preschoolers' ability of oral language development was significantly lower than that of the normal preschoolers.
5. The normal preschoolers' emergent literacy ability, the ability of reading development, and the development of bibliography & word knowledge were significantly better than those of the hearing-impaired preschoolers, while the normal preschoolers' ability of writing development was not significantly better than that of the hearing-impaired girls.
6. The hearing-impaired girls' emergent literacy ability was better than those of the hearing-impaired boys.
7. There was a significant effect on the hearing-impaired preschoolers' development of bibliography & word knowledge.
8. There was not significant difference between the hearing-impaired boys' and girls' emergent literacy ability.
9. Normal boys' development of bibliography & word knowledge was better than that of normal girls, and normal girls' ability of writing development was better than that of normal boys.
10. The hearing-impaired preschoolers' emergent literacy ability was gradually developed according to the age. The higher the age, the better the subjects from age four and a half to six. After the age of six, however, the emergent literacy ability, including the ability of writing development, the development of bibliography & word knowledge, and the ability of reading development, were gradually downward.
11. The normal preschoolers' emergent literacy ability, including the ability of reading development, the development of bibliography & word knowledge, and the ability of writing development were gradually proceeded.
12. The hearing-impaired and normal preschoolers' emergent literacy ability, was gradually proceeded according to the cognitive development.
13. There was a significant effect of cognitive development on ability of writing development in hearing-impaired preschoolers.
14. The emergent literacy ability was not proceeded according to the in both groups.
15. There was a significant effect of oral language development on emergent literacy ability in hearing-impaired preschoolers.
16. The hearing-impaired preschoolers' emergent literacy ability was not downward according to the degree of hearing loss.
17. The emergent literacy ability was gradually proceeded according to parental social-economic status in both groups.
Keywords: preschooler, emergent literacy, hearing-impaired, oral language

並列關鍵字

preschooler ； emergent literacy ； hearing-impaired ； oral language

參考文獻

林寶貴、張勝成、呂淑如（民82）：聽覺障礙兒童語言能力及相關因素之研究。

林玉霞 & Paul, P V.（民84）：台灣聽力正常兒童與聽覺障礙兒童對文字書本之概念表現。特殊教育與復健學報， 4期，249-266頁。

林寶貴、林美秀（民82）：學前兒童語言發展能力及其相關因素之探究。台北，國立台灣師範大學特殊教育系碩士論文。

陳小娟（民88）：三至八歲聽覺障礙兒童語音聽知覺接受力之研究。特殊教育復健學報，7期，51-78頁。

Adams, M. (1990). Beginning to read: thinking and learning about print. A summary. Prepared by S. Stahl, J. Osborn, & F. Lehr. Urbana-Champaign, IL: University of Illinois, center for the study of reading, The Reading Research and Education Center.