視障幼童讀寫萌發及其教學與調整策略

Emergent Literacy, Its Instructional and Modified Strategies of Preschoolers with Visual Impairments

10.6502/SEF.2011.10.49-63

劉盛男(Sheng-Nan Liu)；王逸棻(Yi-Fen Wang)

視障幼童 ； 讀寫萌發 ； 點字讀寫技能 ； preschoolers with visual impairments ； emergent literacy ； braille literacy skills

特教論壇

10期（2011 / 06 / 01）

49 - 63

繁體中文

幼童早期讀寫經驗及讀寫萌發的發展爲學習閱讀、書寫、發展其他讀寫相關活動及獲得往後學齡期正式讀寫技能的重要基礎。視障幼童受限於視覺學習管道，於發展該類技能時可能受到影響。本文先就幼童讀寫萌發的內涵與發展做一概述，再探討視障幼童早期讀寫經驗的重要性及其讀寫萌發的限制，並提出一個視障幼童讀寫萌發構念的模式。最後，本文針對家長及學前教師於引導視障幼童讀寫萌發的過程中提出實用的教學與調整策略以供參考。

The development of emergent literacy and early literacy skills forms the foundation for future academic success. Unfortunately, preschoolers with visual impairments frequently are not provided access to the same early literacy learning opportunities and environments. This treatise makes a detailed description on the importance and the factors that influence and limit the development of emergent literacy of visually impaired preschoolers. A conceptual model of emergent literacy is proposed. Many practical and modified emergent literacy strategies or adaptations for parents and preschool teachers in home and preschool settings are recommended.

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