繪本共讀提昇語言發展遲緩兒童口語表達能力之行動研究

An Action Research of Shared Storybooks Reading on a Child with Language Delay

王翠鈴(Tsui-ling Wang)

指導教授 ： 李宜娟

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2012年)

摘要

本研究旨在探討繪本共讀是否能提昇語言發展遲緩兒童之口語表達能力，並探究過程中之困難及有效之繪本共讀策略。
本研究個案在三歲八個月時經過醫院正式的評估，診斷為語言發展遲緩。個案口語表達能力不佳，回答的字彙也僅限於單字或是片語，無法有整句語言的描述。於四歲半時參與本研究三階段共9個月的繪本共讀。
研究者透過觀察紀錄、錄音錄影、訪談大綱及省思札記等研究工具來蒐集相關資料。藉由「修訂學前兒童語言障礙評量表」、「兒童口語表達能力測驗」等兩種標準化語言評量做前後測對照，證實個案的口語表達在語用、語意、語量上均有明顯提昇。
本研究發現繪本共讀成功的關鍵為：(1)選擇幼兒感興趣的動物翻翻書系列繪本、(2)輔以聲音、表情及玩偶扮演進行繪本共讀及(3)配合遊戲式對話式閱讀提問技巧，能引起個案幼兒高度參與。

關鍵字

繪本共讀 ； 口語表達 ； 語言發展遲緩

並列摘要

The purpose of the study was to investigate the effects of shared storybooks reading on enhancing the verbal expression and communication skills of a language-delayed child, explored the difficulties involved in the process, and determined effective strategies for shared book reading.
The child in this case study was diagnosed with delayed language development at three years and eight months of age through formal evaluation at a hospital. He demonstrated poor verbal expression skills and, instead of speaking in complete sentences, was only capable of using fragmented words and phrases in her answers. At four and a half years of age, he participated in this three-staged nine-month experiment of shared story book reading.
The data was collected through research tools including observation records, sound recording and videotaping, interview outlines, and reflective notes. The researcher used two types of standardized language assessment tools (“Revised Evaluation Scale for Preschool Children with Language Disorders” and the “Oral Expression Abilities Test for Children”) for the pre- and post-test comparison. The results showed that the child demonstrated significant improvement regarding the pragmatic and semantic aspects of her language expression and in the number of expressions in her verbal communication.
The following factors were essential to the success of parent-child picture book reading: (1) Using animal-picture flipbooks that children were interested in; (2) incorporating sound, facial expressions, and puppet plays into the parent-child book reading; and (3) raising questions regarding reading through games and dialogues to increase child participation to significant levels.

並列關鍵字

shared book reading ； oral expression ； oral retarded

參考文獻

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