歷年優秀論文獎助 > 2016優秀學位論文得獎名單 >李晴
| 研究生 | 李晴 |
| 研究生(外文) | Ching Lee |
| 論文名稱 | 對話式閱讀對於學齡前語言發展遲緩兒童口語表達能力的影響 |
| 論文名稱(外文) | The Effects of Dialogic Reading on Expressive Language for Preschool Children with Language delay |
| 指導教授 | 童寶娟 |
| 指導教授(外文) | Pao-ChuanTorng |
| 口試委員 | 劉介宇、薩文蕙 |
| 口試日期 | 2015-12-11 |
| 學位類別 | 碩士 |
| 校院名稱 | 國立臺北護理健康大學 |
| 系所名稱 | 語言治療與聽力研究所 |
| 論文出版年 | 2015 |
| 畢業學年度 | 104 |
| 語文別 | 中文 |
| 論文頁數 | 97 |
| 中文關鍵詞 | 對話式閱讀、語言發展遲緩、學齡前兒童、口語表達能力 |
| 外文關鍵詞 | Dialogic reading、Language delay、Preschool children、Expressive language |
| 中文摘要 | 口語表達能力為兒童發展讀寫能力的重要基礎之一，然而語言發展遲緩兒童不僅表達性詞彙不足，敘事表現中的微觀與宏觀結構也較同年齡正常發展兒童低落，對話式閱讀藉由成人言語的引導及回饋，鼓勵兒童主動在共讀中增加與繪本相關的口語表達，能為兒童語言發展帶來更大的增益，特別是表達性語言能力，然而目前較少研究討論對話式閱讀對於兒童敘事能力的影響。 本研究主旨在於對話式閱讀對於具有語言發展遲緩問題的學齡前兒童語言能力影響，除了分析兒童在共讀時對不同類型問題的回應情形，並分別以標準化語言測驗及非標準化口語表達能力測驗評估兒童語言能力改變。本研究參與對象來自南投縣，經篩選後共納入30位兒童，年齡介於4歲9個月6歲11個月之間，隨機分派至實驗組及對照組各15名，實驗組參與為期12週，每週一次，每次30分鐘的對話式閱讀，對照組則採自然觀察，並納入等待介入名單。 研究結果顯示，實驗組經過對話式閱讀介入後，再次共讀同一本繪本時，不僅回應率增加，整體正確率也上升；並且經過比較前測及後測結果，實驗組在標準化測驗的表達及整體語言發展分數、非標準化測驗中詞彙測驗分數、與敘事表現中微觀結構的進步幅度皆優於對照組。 由本研究結果可知，對話式閱讀能有效促進語言發展遲緩兒童的口語表達能力，尤其在表達性詞彙能力上有顯著的學習成效。 |
| 外文摘要 | Expressive language is one of the important foundations for children's literacy development, however, children with language delay have limited expressive vocabulary, and also their narrative ability in the micro and macro structure is relatively poorer than their typical- developing peers. With adults’ guidance and feedback used in dialogic reading, children are encouraged to be more active and produce more oral expression. While dialogic reading has been proven to facilitate children's language development, particularly in expressive language skills, few studies have explored the impact on children’s narrative ability. The purpose of study was to examine the effects of dialogic reading on oral language and narrative in preschool children with language delay. In addition to the accuracy of children’s responses during shared book reading, both standardized and non-standardized tests were used as screening to assess the differences of language ability between pretests and posttests were evaluated using. Participants in the present study were recruited from Nantou area, Taiwan, 30 children were enrolled after the screening tests, aged from 4;9-6;11 years, were randomly assigned to the experimental group and the control group, The DR group receive 12 weeks intervention, once a week, 30 minute per session, and the control group was put in the waiting list for further intervention at the end of the study. The results showed that the response rate and overall accuracy of experimental group has increased after two months while reading again the same picture book; and comparison the result of pretest and posttest, that the DR group made significantly larger gains in expressive and overall language development scores in standardized tests, as well as the vocabulary test scores and narrative performance than the control group. From this study, dialogic reading can effectively promote oral language skills in preschool children with language delay, especially in the expressive vocabulary ability. |
| 連結 | 臺灣博碩士論文知識加值系統 |