音韻覺識教學對學前聽覺障礙兒童音韻覺識與早期中文閱讀能力之影響

本研究以準實驗研究設計探討音韻覺識教學對學前聽覺障礙兒童音韻覺識與早期閱讀能力的影響。本研究採立意取樣方式選取臺北市、臺中市及彰化市四所聽障兒童早期療育機構當中的五個班級，共20位學前聽覺障礙兒童為研究對象，並以叢集取樣分為實驗組10人與對照組10人。所有參與者在實驗前均接受前測，包括音韻覺識測驗、早期閱讀測驗、注音符號單音認讀測驗、以及托尼非語文智力測驗，實驗介入後則接受音韻覺識測驗與早期閱讀測驗。實驗處理階段，實驗組接受為期26週之「音韻覺識教學」，每週三次，每次20-25分鐘；對照組則接受原早期療育機構所訂之聽能復健課程。研究結果顯示，音韻覺識教學介入後，實驗組學童的音韻覺識後測表現顯著優於前測，且早期閱讀後測表現亦顯著優於前測表現。然而，實驗組之聽障兒童在音韻覺識後測以及早期閱讀後測分數雖都高於對照組，但並未顯著優於對照組兒童的後測表現。

關鍵字

音韻覺識；早期中文閱讀；聽覺障礙兒童

並列摘要

The purpose of the study was to investigate the effects of phonological awareness training on phonological awareness and early Chinese reading of young children who are deaf or hard of hearing. This study adopted the quasi-experimental research using pretest-posttest design with control group to explore the effects of the phonological awareness training on phonological awareness and early Chinese reading. Twenty subjects at about 5-years-old were selected from five intact group classes of the early intervention programs for young children who are deaf or hard of hearing. Ten subjects were assigned into the experimental group receiving phonological awareness training program while the remaining 10 were assigned into the control group receiving the conventional intervention curriculum that focused on auditory training, speech, and cognitive development. The results indicated that there were no significant differences between the experimental group and control group in terms of the post performance on any dependent measurements. However, there were significant gains regarding the performance on phonological awareness and early reading within the experimental group. Therefore, the results still provide support for the assumption that children who are deaf or hard of hearing can benefit from the phonological training for their phonological awareness skills and early Chinese reading. Issues for future studies were also suggested.