使用對話式閱讀對家長親子共讀技巧和感受的影響

本研究之目的在於探討家長在接受對話式閱讀訓練後，在共讀技巧和語料內容上的轉變，以及實施對話式閱讀後的感受。研究對象為臺中市6對母親及其年齡為4-5歲的幼兒。研究期間共8週，每週進行兩次共讀。前兩週收集閱讀訓練前的親子共讀錄音，接著進行對話式閱讀訓練，再進行三週有提問設計繪本的共讀，末三週則使用無提問設計繪本進行共讀。研究結果發現：1.有提問設計的繪本能提高家長使用對話式閱讀技巧的次數。2.在對話式閱讀訓練後，家長話語中要求型態的語句數量增加不少，也帶動幼兒給予話語數的增加，家長的要求話語以即時即地內容為主。3.家長肯定對話式閱讀方式讓幼兒在共讀中回應的內容更為豐富，且幼兒能在共讀中成為更主動的參與者。本研究結果可供進行對話式閱讀研究，以及推動家長參與親子共讀活動之參考。

關鍵字

親子共讀；對話式閱讀；幼兒；語文

並列摘要

The purpose of this study was to explore the changes in the skills and content in the shared-book activity of parents after receiving dialogic reading training, and the feelings after implementing reading. The participants are 6 pairs of mothers and their children aged 4-5 years in Taichung City. Mother and children read books two times a week, a total of 8 weeks. The process of reading is recorded for analysis. There are three stage of shared books activity. In the first two weeks, the parent and child read books in the original way. The researchers hold the dialogic reading training to parents before the second stage, and then the three-week questioning design picture book was provided. In the last three weeks, the non-question design picture books are used for parent-child reading. The researchers interviewed parents and wrote observations after the reading activity. The results of the study show: 1. A picture book with question design can increase the number of times for reading skills. 2. After the reading training, the number of requests in the parents' speech increased a lot, which also led to the increase in the number of words spoken by the children. The parents use immediate talk more than non-immediate talk, but the children use two types of talks equally. 3. Parents affirm dialogic reading makes children more responsive, and that young children can become more active participants in reading. The suggestions for future studies and implications of parent-child reading were made.

並列關鍵字

dialogic reading ； shared-book reading ； preschooler ； literacy

參考文獻

Gormley, S. & Ruhl, K. L. (2005) Dialogic Shared Storybook Reading: An Instructional Technique for Use with Young Students in Inclusive Settings, Reading &Writing Quarterly: Overcoming Learning Difficulties. 21(3), 307-313, DOI: 10.1080/10573560591007353

Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. J. (2010). Effects of an early literacy professional development intervention on head start teachers and children. Journal of Educational Psychology, 102(2), 299-312. doi: 10.1037/a0017763.

王佩徛、王秋鈴（2015）。學習對話式閱讀對提升家長親子共讀技巧之成效。特殊教育學報，42，1-26。