幼兒閱讀紙本圖畫書與電子童書對故事理解之效果研究

本研究旨在探討幼兒以三種方式閱讀故事書，對其故事理解的影響及差異情形。研究對象為29位低社經背景之4至5歲幼兒，研究採對抗平衡及受試者內實驗設計讓每位幼兒以三種閱讀方式：獨立閱讀以電子書形式呈現的故事書、與成人共讀紙本圖畫書，及在無介入情境獨立閱讀紙本圖畫書的控制情境下，分別閱讀三種故事書，反覆閱讀至少三次後，以故事重述方式蒐集幼兒的語料。轉寫後之重述樣本以不同閱讀方式為自變項，重述樣本與故事原文之相符字數、相符語詞數、相符之相異語詞數及故事結構理解表現為依變項，以描述統計、單因子變異數分析等統計方法進行分析。主要的研究發現如下：一、不同閱讀方式的比較方面：（一）幼兒與成人共讀紙本書方式及獨立閱讀電子童書方式，在與原文相符字數、相符總語詞數、相符之相異語詞數，及故事結構理解表現，均顯著優於無介入方式。（二）幼兒與成人共讀紙本書方式及獨立閱讀電子童書方式，在與原文相符字數、相符總語詞數、相符之相異語詞數，及故事結構理解表現，並無顯著差異。結果顯示使用此兩種閱讀方式的幼兒均展現良好的故事理解表現。二、幼兒對不同電子童書的故事理解效果有不一致的差異情形，本研究結果指出電子童書的動畫與音效設計品質可能影響幼兒的故事理解效果。最後根據研究結果，對幼兒父母、幼兒園教師、出版公司、幼兒閱讀教育相關工作者及後續研究提出建議。

關鍵字

電子童書；讀寫萌發；閱讀理解；故事重述；低社經幼兒

並列摘要

The present study compared the effects of three conditions of book reading on preschoolers’ story understanding. With a counterbalanced, within-subjects design, twenty-nine 4- to 5-year-old children from low socio-economic status were subjected to three treatment conditions: preschooler’s independent reading of stories in an electronical format, printed books read aloud by adults and the control condition. The three conditions each included one story and three book-reading sessions which provided the children with sufficient time to hear or read the story at least three times. After three repeated encounters with the books, the effects of treatments on children’s story comprehension was tested by eliciting three retellings of the three stories. The primary data analysis was a series of analyses of variance (ANOVA) with SPSS22.0. The independent variable was the treatment conditions, and the dependent variables included numbers of words derived from the original text, numbers of phrases derived from the original text, numbers of different phrases derived from the original text and story comprehension. The main results of the study were as follows: (1) The overall scores of children in the control condition were lower than the overall scores of children in the other two treatment conditions. (2) There were no significant differences between the overall scores of children in the two treatment conditions: the independent encounters with the electronic stories and adult-led book reading. The findings showed children in both conditions showed a similarly good level of story understanding. (3)The results of children’s scores were not consistent among three different electronic storybook reading. Results indicated the quality of the animations and other visual and sound effects may have an effect on preschoolers’ story understanding.