透過您的圖書館登入
IP:3.90.202.157
  • 期刊

三種早期閱讀介入方案對社經弱勢幼兒的教學效果研究

The Effects of 3 Early Reading Programs on Social-Economically Disadvantaged Kindergartners

摘要


本研究以不等組前後測的準實驗設計,探討偏遠社經弱勢地區幼兒閱讀早期介入教學成效。共有375個平均齡63個月的(至2005年9月)幼兒參與,其中社經弱勢幼兒271人(三實驗組:聲韻57人、識字88人、繪本59人;弱勢社經對照組67人)、優勢社經對照組104人。實驗教學採平衡教學取向,強調閱讀,不教書寫,教學設計配合有效教學原則,由受過訓的原班教師以外加方式進行,每日40分鐘,每週4日,進行30週。對照組則進行原來的統整課程。所有弱勢幼兒都做前測,優勢對照組是後來加入的,無前測。五組幼兒都接受四次後測(國幼班上、下期末、小一上期中、末)。結果發現:一、介入教學即時效果顯著:國幼班畢業前,聲韻組在和聲韻有關分數、繪本組在聽覺詞彙分數上都明顯提升,且顯著優於弱勢對照組;識字組的認字量,則不只領先弱勢各組,甚至高過優勢對照組。二、三種介入教學各在其目標能力上有長期效果:小一上的注音及國語文分數,聲韻組、繪本組都顯著高於弱勢對照組;識字組在識字量上仍顯著高於弱勢對照組。三、介入教學雖能拉近弱勢組與優勢的距離,但仍未能超越優勢對照組:優勢對照組在各種測驗上,除了國幼班將結束時在常用字識字測驗上曾被識字組超過,其餘都一路顯著領先弱勢各組。研究者據此提出和弱勢幼兒閱讀介入相關的結論與建議。

並列摘要


This study examined the effects of 3 early reading programs on social-economically disadvantaged kindergarteners. A total of 347 kindergartners, averagely aged 63 months, participated in the study. The disadvantaged children were grouped into 4 subgroups. Children in the experimental groups received intervention sessions of 3 programs. There were phonological/phonetic training (PH group, 57 children), character recognition training (CH group, 88 children), and picture book reading training (PIC group, 67 children). Children were given a 40-minute teaching session per day, 4 days per week, for 30 weeks. A group of 67 children from poor families and another group of 104 children, who were from middle-class families, served as disadvantaged and affluent control groups respectively. Besides pretests, all children received post-tests at 4 time points in kindergarten and first grade. Main findings were: 1. At the end of kindergarten year, the 3 intervention groups outperformed the disadvantaged control group at scores of the target reading abilities taught in the corresponding programs. 2. The intervention effects lasted for at least 6 months. At the end of the first semester in first grade, when compared to the disadvantaged group, the PH group outperformed on the Chinese phonetic symbol tests, CH on the Chinese recognition tests, and PIC group on the reading comprehension tests, respectively. The effect of PH group was particularly evident with superiority. 3. The affluent control group outperformed the disadvantaged children on of every test scores collected in this study. However, when the SES was statistically controlled, there were no significant difference among PH, PIC and the affluent group on tests of Chinese phonetic symbol and character recognition. These results indicate that early reading intervention in kindergarten is feasible and its effect can last for at least 6 months which prevents disadvantaged children from academic failures in their first semester of schooling.

參考文獻


王麗雲、游錦雲(2005)。學童社經背景與暑期經驗對暑期學習成就進展影響之研究。教育研究集刊。51(4),1-41。
黃毅志(2003)。「台灣地區新職業聲望與社經地位量表」之建構與評估:社會科學與教育社會學研究本土化。教育研究集刊。49(4),1-31。
陳淑麗(2008)。國小弱勢學生課業輔導現況調查之研究。台東大學教育學報。19,1-32。
曾世杰、簡淑真(2006)。全語法爭議的文獻回顧:兼論其對弱勢學生之影響。台東大學教育學報。17(2),1-31。
王瓊珠、洪儷瑜、陳秀芬(2007)。低識字能力學生識字量發展之研究—馬太效應之可能表現。特殊教育研究學刊。32(3),1-16。

被引用紀錄


宋寶麟(2017)。經濟弱勢家庭學齡前兒童托育安排及其對兒童發展之影響探究〔碩士論文,國立臺灣大學〕。華藝線上圖書館。https://doi.org/10.6342%2fNTU201702650
許芳萍(2011)。學齡前兒童提前學習注音符號之研究- -以高雄縣旗山區為例〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315254088
施郁如(2013)。小學一年級兒童學校適應之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-0801201418034262

延伸閱讀