Title

共讀童書文字指引策略對幼兒認字之影響

Translated Titles

Print Referencing Strategies in Shared Book Reading: Effects on Preschoolers' Word Recognition

DOI

10.6251/BEP.20130304

Authors

陳惠茹(Hui-Ju Chen);張鑑如(Chien-Ju Chang)

Key Words

中文 ; 文字指引策略 ; 共讀 ; 認字 ; mandarin ; print referencing ; shared book reading ; word recognition

PublicationName

教育心理學報

Volume or Term/Year and Month of Publication

45卷2期(2013 / 12 / 01)

Page #

157 - 173

Content Language

繁體中文

Chinese Abstract

本研究以94位就讀於桃園縣龜山鄉公私立托兒所3至5歲幼兒為對象,將幼兒均分為兩組,分別以文字指引策略及對話式共讀帶領實驗組及控制組幼兒共讀20本童書,探討成人採用文字指引策略帶領共讀活動對幼兒認字能力的影響。研究結果發現:(1)採用文字指引策略共讀童書較對話式共讀能顯著提升幼兒整體的認字能力。(2)共讀童書文字指引策略能提升幼兒認字及目標字彙辨識能力。(3)成人在帶領幼兒共讀童書過程中,特別針對某些字彙的字形、字音、和字義加以說明,並提供詞素覺識訓練,可以顯著提昇幼兒對這些目標字彙的辨識能力。

English Abstract

A total of 94 preschool children aged 3 to 6 from three nursery schools in Tao-Yuan County participated in this study. Children were evenly divided into an experimental group and a control group. Children in both groups read with an adult together for a total of 20 story books twice a week for ten consecutive weeks, using print referencing reading and dialogic reading methods in the respective groups. Results indicated that (1) children that participated in print referencing reading group showed a significant improvement in word recognition than their counterparts in the dialogic reading group; (2) the print referencing method in shared book reading elevated children's word recognition and target word identification abilities; and (3) adult instruction of orthography, sound, and meaning of target words in the storybooks and provision of morphological training associated with those words substantially increase the children's abilities of target word identification.

Topic Category 社會科學 > 心理學
社會科學 > 教育學
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Times Cited
  1. 陳惠茹(Hui-Ju Chen)(2015)。幼兒部件概念發展與認字。教育心理學報。47(1)。45-62。 
  2. 徐偉豪(2017)。電子紙應用於無紙化幼兒文字卡片教學之研究。臺中科技大學資訊工程系碩士班學位論文。2017。1-38。