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Title

文字參照策略對學齡前語言發展遲緩兒童的文字覺識能力之影響

[[alternative]]The effects of print referencing for preschool children with language delay

Description

[[abstract]]本研究主要探討使用文字參照策略的介入方式,對學齡前語言發展遲緩兒童文字覺識能力之成效。文字覺識為兒童讀寫萌發時期的重要能力之一,反映的是兒童對於文字功能與形式的理解程度,其中包含書本概念與文字概念,書本概念指的是兒童對於書本上文字所呈現的形式、表徵與功能的知識,也包含對書本基本結構的認識。文字概念指的是兒童對於字的敏感度,是否能知道聲音與口語間的對應關係。目前文字參照策略是能有效增進兒童文字覺識能力的方法之一,藉由使用口語與非口語的提示,教導兒童理解書面語言的形式、表徵與功能。本研究的研究對象為南投兩所鄉托的兒童,共21位,年齡介於4歲到6歲之間,介入時間為每週一次,每次30分鐘,共八次。蒐集兒童在介入前後的資料並進行統整與分析,比較兒童在介入前後的整體文字覺識能力、書本概念和文字概念的表現是否有差異。研究結果發現兒童的整體文字覺識能力獲得顯著的提升(p<.001),其中的書本概念與文字概念也獲得顯著的進步(P<.01)。整體的文字覺識能力在介入第四次即達到正確率80%以上的水準,顯示文字參照策略可顯著提升學齡前語言發展遲緩兒童的整體文字覺識能力,包含書本概念與文字概念。

[[abstract]]The purpose of this study was to assess the efficacy of print referencing in improving print awareness skill for preschooler with language delay. Print awareness is an important skill for emerge literacy development, reflecting young children’s comprehension about print awareness. There were two major skills in print awareness, including book concepts and print knowledge. Book concepts refers to children’s concepts about print’s forms, functions and features of the books. In addition, it also includes children’s understanding of the basic structure of books. Print knowledge on the other hand, describes children’s sensitivity of words and the relationship between spoken and written words. Print referencing is a useful strategy that can facilitate young children’s print awareness skills by using verbal and nonverbal cues. Twenty-one preschool children aged 4 to 6 with language delay from Nantou, Taiwan, were recruited in this study. Eight therapy sessions were provided. Each therapy session last for 30 minutes and scheduled one time per week. Print awareness data were collected during pre-test and post-tests, data were analyzed to compare children’s book concepts and print knowledge. Results shows significant differences between book concepts and print knowledge (p<.01). Moreover at the forth therapy session, children’s print awareness skills, including both book concepts and print knowledge reached 80% accuracy, demonstrating print referencing could improve via therapy session , during a short time.