聽障幼兒與父母親子共讀的個案研究

Book-Reading Interactions between a Preschooler with Hearing Impairment and the Parents

謝慧穎(Hui-Ying Hsieh)

指導教授 ： 王天苗

中原大學/人文與教育學院/特殊教育研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700373

摘要

本研究以質性研究為取向，採個案研究方式探究一名聽覺障礙幼兒柏柏與父母進行親子共讀的活動歷程與成長。透過父母在家與幼兒共讀的錄影資料，研究者經由觀察及與家長的討論，深入了解家長進行親子共讀的困難和需求，並且協助家長增進共讀的策略，也陪伴家長體認和感受共讀與互動過程中的樂趣與成長。研究結果發現，父母因聽覺障礙子女有限的溝通與閱讀能力，在親子共讀過程中經歷不少挫折，而需要老師的支持與協助。在我（老師）與家長討論過程中，父母逐漸對共讀環境與時間的安排、書籍與故事的選擇都有所調整，並學會以更有效的對話式閱讀技巧與柏柏進行互動與共讀。由此研究，可深刻體會親子共讀是雙向互動的過程，家長需覺察孩子的需求和發展，才能成功踏出親子共讀的第一步，運用對話式閱讀技巧能達到共讀的最佳效果，進而享受閱讀與互動的樂趣。

關鍵字

親子共讀 ； 對話式閱讀 ； 聽覺障礙幼兒

並列摘要

This case study examined the joint book reading interactions between a preschooler with hearing impairment and the parents. Parents audio- and video-taped their joint book reading with the child at home and discussed later with the researcher (also as the classroom teacher). Through the process, the researcher observed the challenges parents faced and further provided supports and guidance for parents to use strategies more effectively to enhance joint book reading. The results indicated that parents had experienced frustration in the process of joint book reading due to the child’s limited abilities to communicate and read. However, with the supports from the researcher, parents gradually adjusted environment arrangements, reading time, book selection, and used dialogic reading strategies more properly. It is realized that interactions of parent-child joint book reading is bi-directional, and that parents need to be aware of child’s development capacity or limitation before successful joint reading can be achieved. It is also important for parents to practice dialogic reading strategies more skillfully for getting better outcomes of joint book reading and experiencing the joy of interaction.

並列關鍵字

parent-child joint book reading ； dialogic reading ； children with hearing impairments

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