低社經家庭親子共讀文字指涉策略介入對幼兒語文能力、閱讀興趣之影響

Effects of Print Referencing Strategies during Joint Book Reading on Preschoolers’ Language Abilities and Reading Interest in Low SES Families

賴姝伃(Lai Shu-Yu)

指導教授 ： 張鑑如

國立臺灣師範大學/教育學院/人類發展與家庭學系/碩士(2020年)

https://doi.org/10.6345/NTNU202000316

摘要

本研究目的為探討低社經家庭親子共讀文字指涉策略介入對幼兒語文能力、閱讀興趣之影響。研究對象為就讀臺北市公立幼兒園，共20名5至6歲幼兒與其主要照顧者。本研究首先以幼兒接受性詞彙理解、文字與書本概念、一般識字、目標字辨識、閱讀興趣進行前測，並將親子分配至兩組：實驗組（文字指涉策略介入）與控制組（無共讀策略介入），每組各10對親子。在幼兒園場域進行9週親子共讀方案介入，共讀3本圖畫書。介入結束後，進行幼兒語文能力與閱讀興趣的後測，比較兩組幼兒前、後測各項表現差異，並以檢核表分析家長共讀行為的情形。研究結果如下：
一、實驗組家長在參與親子共讀文字指涉策略介入方案期間，其使用文字指涉策略的表現呈現維持的效果。
二、實驗組家長共讀行為在「書本概念」、「文字概念」顯著高於控制組家長；控制組家長共讀行為在「故事討論」顯著高於實驗組家長。
三、低社經家庭幼兒在參與親子共讀文字指涉策略介入方案後，其文字與書本概念、一般識字與目標字辨識能力有顯著進步，幼兒的接受性詞彙理解能力與閱讀興趣則無顯著影響。
最後根據研究結果，對學校教師、家長與未來研究提出建議。

關鍵字

低社經家庭 ； 親子共讀 ； 文字指涉策略 ； 語文能力 ； 閱讀興趣

並列摘要

This study examined effects of print referencing strategies during joint book reading on preschoolers’ language abilities and reading interest in low SES families. The participates were enrolled in public kindergartens in Taipei City. A total of 20 preschoolers aged 5 to 6 years and their primary caregivers participated in this study. This study first conducted pretests on receptive vocabulary comprehension, print awareness, general word recognition, target word recognition, and reading interest. The parents and children were evenly assigned to two groups: the experimental group (i.e., word referencing strategy intervention group) and the control group (i.e., no intervention strategy group), 10 parent-child pairs in each group. The experimental group participated parent-child reading programs for 9 weeks, and they were asked to read 3 picture books. After the intervention, posttests of the children’s language abilities and reading interest were performed. The performance between the two groups of pretests and posttests was compared, and a checklist was used to analyze the parents’ reading behavior. The results of the present study are as follows:
1.The parents of the experimental group continued using print referencing strategies during intervention.
2.The experimental group received significantly higher scores in book and print concepts tests than those of the control group, and the parents in the control group had significantly more story discussion than the experimental group.
3.After participating in the print referencing strategy program, the performance of the experimental group in print awareness, general word recognition, target word recognition was improved significantly, while their receptive vocabulary ability and reading interest were not significantly different between the pretest and the posttest.
According to the findings, suggestions were made for school teachers, parents and future research.

並列關鍵字

low socioeconomic families ； parent child book reading ； print referencing strategy ； literacy ； reading interest

參考文獻

吳淑娟（2012）。華人母親之親子共讀行為與學齡前孩童之閱讀興趣及共讀參與度（未出版碩士論文）。臺灣大學心理研究所，臺北市。

壹、中文文獻

王筱如（2009）。家庭語文環境不利之幼兒家庭親子共讀互動模式（未出版之碩士論文）。國立臺中教育大學，臺中市。

王嘉龍（2001）。從教育部發起「全國兒童閱讀週」活動—談家庭親子閱讀活動。通論·全國新書資訊月刊，39，8-10。

王令彥（2008）。教室閱讀環境、教師閱讀態度與幼兒閱讀態度之相關性研究（未出版之碩士論文）。國立政治大學幼兒教育所，臺北市。