聽損兒童讀寫萌發技能及親子共讀促進策略

Emergent Literacy Skills of the Children with Hearing Loss and Parent-child Co-reading Strategies

10.6217/SEQ.202012_(157).19-30

劉秀丹(Hsiu-Tan Liu)

聽損兒童 ； 讀寫萌發 ； 親子共讀 ； children with hearing loss ； emergent literacy ； parents-child co-reading

特殊教育季刊

157期（2020 / 12 / 01）

19 - 29

繁體中文

本文的目的在於透過文獻整理，說明讀寫萌發的意義及其對聽損兒童閱讀的重要性，並提出促進聽損兒童讀寫萌發的親子共讀技巧，提醒聽損兒童及相關人員盡早促進讀寫萌發，協助聽損兒童發展早期讀寫能力。本文首先說明讀寫萌發指的是出生後到習得正式閱讀、寫作能力前的發展過程，兒童的讀寫萌發表現和他後續的閱讀、寫作能力有密切關係。接著一一說明讀寫萌發的重要指標，包括：音韻覺識能力、快速唸名、口語發展、文字書本覺識等，並說明這些指標與閱讀的關係，以及聽損兒童在這些指標的表現。最後整理出三項有效促進讀寫萌發的繪本共讀策略，包括父母語言促進技巧、對話式共讀及文體參照策略等三項，建議家長或早療相關人員發展以家庭為本位的繪本共讀早期介入方案，協助聽損兒童的早期閱讀。

The purposes of this article are to explain the significance of emergent literacy and its importance for children with hearing loss through the use of a literature review and also to organize parent-child co-reading skills that promote the emergent literacy of children with hearing loss, so as to remind the parents and related professionals to promote emergent literacy development of children with hearing loss as soon as possible. This article first explains that emergent literacy is mostly associated with the literary development of a child from when they are born until they begin schooling. Then the author describes the essential indicators of emergent literacy, including phonological awareness, rapid automatic naming, oral development, print awareness, etc., and explains the relationships between these indicators and reading, and also the performance of children with hearing loss as shown by these indicators. Finally, the author has sorted out three picture book co-reading strategies that effectively promote emergent literacy, including parents' language promotion skills, dialogic reading, and print referencing strategies. It is recommended that parents or early intervention related professionals develop family-oriented picture book co-reading intervention programs to assist early reading for hearing impaired children.

1. 王佩徛,王秋鈴(2015)。學習對話式閱讀對提升家長親子共讀技巧之成效。特殊教育學報，42，1-26。
   連結：
2. 林湘雅,王秋鈴(2019)。幼兒書本和文字概念評量中文版之信度和效度探討。特殊教育學報，49，35-61。
   連結：
3. 宣崇慧,盧台華(2006)。聲韻覺識能力及口語詞彙知識與國小一至二年級學童字、詞閱讀發展之探究。特殊教育研究學刊，31，73-92。
   連結：
4. 陳怡慧(2014)。音韻覺識教學對學前聽覺障礙兒童音韻覺識與早期中文閱讀能力之影響。特殊教育學報，39，31-52。
   連結：
5. 廖晨惠,黃忻怡,曹傑如,白鎧鋕(2012)。國小低年級學童聲韻覺識、聲旁表音覺識、造詞能力、斷詞能力、與中文閱讀之縱貫性研究。測驗統計年刊，20(2)，31-65。
   連結：
6. 錡寶香(2011)。聽力損失幼童的早期讀寫萌發與支持。國小特殊教育，52，1-14。
   連結：
7. 蘇楷涵,王秋鈴(2018)。家長應用文字參照策略提升學前語言發展遲緩兒童的書本和文字概念之成效。特殊教育學報，47，63-93。
   連結：
8. Aram, D.,Most, T.,Mayafit, H.(2006).Contributions of mother-child storybook telling and joint writing to literacy development in kindergartners with hearing loss.Language Speech and Hearing Services in Schools,37(3),209-223.
9. Burgess, S. R.,Hecht, S. A.,Lonigan, C. J.(2002).Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study.Reading Research Quarterly,37(4),408-426.
10. Catts, H. W.,Bridges, M. S.,Little, T. D.,Tomblin, J. B.(2008).Reading achievement growth in children with language impairments.Journal of Speech, Language and Hearing Research,51(6),1569-1579.
11. Catts, H. W.,Fey, M. E.,Zhang, X.,Tomblin, J. B.(2001).Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation.Language, Speech, and Hearing Services in Schools,32(1),38-50.
12. Catts, H. W.,Gillispie, M.,Leonard, L. B.,Kail, R. V.,Miller, C. A.(2002).The role of speed of processing, rapid naming, and phonological awareness in reading achievement.Journal of Learning Disabilities,35(6),510-525.
13. Dawkins, S.,O’Neill, M.(2011).Teaching literate language in a storytelling intervention.Australian Journal of Language and Literacy,44(3),294-307.
14. DesJardin, J. L.,Ambrose, S. E.,Eisenberg, L. S.(2009).Literacy skills in children with cochlear implants: The importance of early oral language and joint storybook reading.Journal of Deaf Studies and Deaf Education,14(1),22-43.
15. DesJardin, J. L.,Eisenberg, L. S.(2007).Maternal contributions: Supporting language development in children with cochlear implants.Ear and Hearing,28(4),456-469.
16. Ezell, H. K.,Justice, L. M.(2000).Increasing the print focus of adult–child shared book reading through observational learning.American Journal of Speech-Language Pathology,9(1),36-47.
17. Gijsel, M. A. R.,Bosman, A. M. T.,Verhoeven, L.(2006).Kindergarten risk factors, cognitive factors, and teacher judgments as predictors of early reading in Dutch.Journal of Learning Disabilities,39(6),558-571.
18. Huang, H. S.,Hanley, J. R.(1997).A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among firs-graders in Taiwan.International Journal of Behavioral Development,20(2),249-268.
19. James, D.,Rajput, K.,Brinton, J.,Goswami, U.(2007).Phonological awareness, vocabulary, and word reading in children who use cochlear implants: Does age of implantation explain individual variability in performance outcomes and growth?.Journal of Deaf Studies and Deaf Education,13(1),117-137.
20. Justice, L. M.,Ezell, H. K.(2001).Word and print awareness in 4-year-old children.Child Language Teaching and Therapy,17(3),207-225.
21. Justice, L. M.,Sofka, A. E.,Sutton, M.,Zucker, T. A.(2006).Justice, L. M., Sofka, A. E., Sutton, M., & Zucker, T. A. (2006). Project STAR: Fidelity coding checklist.Charlottesville, VA: Preschool Language and Literacy Lab, University of Virginia..
22. Jutras, B.,Gagné, J. P.(1999).Auditory sequential organization among children with and without a hearing loss.Journal of Speech, Language, and Hearing Research,42(3),553-567.
23. Lonigan, C. J.(2006).Development, assessment, and promotion of preliteracy skills.Early Education and Development,17(1),91-114.
24. Lovelace, S.,Stewart, S. R.(2007).Increasing Print Awareness in Preschoolers With Language Impairment Using Non-Evocative Print Referencing.Language, Speech, and Hearing Services in Schools,38(1),16-30.
25. Morrow, L.(Ed.),Smith, J.(Ed.)(1990).The role of assessment and measurement in early literacy instruction.Mahwah, NJ:Lawrence Erlbaum Associates.
26. National Early Literacy Panel. (2009). Developing early literacy: Report of the national early literacy panel: A scientific synthesis of early literacy development and implication. Retrieved from http://lincs.ed.gov/publications/publications.html
27. Nover, S.,Andrews, J.,Baker, S.,Everhart, V.,Bradford, M.(2002).,Santa Fe, NM:Center for ASL/English Bilingual Education and Research.
28. Park, J.,Lombardino, L. J.(2012).A comparison of phonological processing skills of children with mild to moderate sensorineural hearing loss and children with dyslexia.American Annals of the Deaf,157(3),289-306.
29. Spencer, L. J.,Gantz, B. J.,Knutson, J. F.(2004).Outcomes and achievement of students who grew up with access to cochlear implants.The Laryngoscope,114(9),1576-1581.
30. Trezek, B. J.,Wang, Y.,Paul, P. V.(2010).Reading and deafness: Theory, research, and practice.Clifton Park, NY:Delmar, Cengage Learning.
31. Trezek, B. J.,Wang, Y.,Woods, D. G.,Gampp, T. L.,Paul, P. V.(2007).Using visual phonics to supplement beginning reading instruction for students who are deaf or hard of hearing.Journal of Deaf Studies and Deaf Education,12(3),373-384.
32. van Kleeck, A.(Ed.),Stahl, S. A.(Ed.),Bauer, E. B.(Ed.)(2003).On reading books to children: Parents and teachers.Mahwah, NJ:Lawrence Erlbaum Associates Publishers.
33. Verhagen, W.,Aarnoutse, C.,Leeuwe, J. V.(2008).Phonological awareness and naming speed in the prediction of Dutch children’s word recognition.Scientific Studies of Reading,12(4),301-324.
34. Werfel, K. L.(2017).Emergent literacy skills in preschool children with hearing loss who use spoken language: Initial findings from the Early Language and Literacy Acquisition (ELLA) Study.Language, Speech, and Hearing Services in Schools,48(4),249-259.
35. Whitehurst, G. J.,Falco, F. L.,Lonigan, C. J.,Fischel, J. E.(1988).Accelerating language development through picture book reading.Developmental Psychology,24(4),552-559.
36. Williams, C. L.(2004).Emergent literacy of deaf children.Journal of Deaf Studies and Deaf Education,9(4),352-365.
37. 王嘉珮(2011)。臺北，國立臺北教育大學特殊教育學系碩士班。
38. 吳真鳳(2015)。臺北，國立臺北護理健康大學聽語障礙科學研究所語言病理組。
39. 周均育(2002)。臺中，國立中興大學圖書資訊學研究所。
40. 林玉霞,Paul, P. V.(1995)。臺灣聽力正常兒童與聽覺障礙兒童對文字書本之概念表現。特殊教育與復健學報，4，249-265。
41. 林寶貴,黃玉枝,李如鵬(2010)。學齡聽障學生國語文能力及相關因素之研究。2010 年兩岸溝通障礙學術研討會
42. 宣崇慧(2000)。臺北，國立臺灣師範大學特殊教育學系身心障碍組。
43. 張毓仁,曾世杰(2008)。國小三年級唸名速度緩慢學童與一般學童閱讀認知能力之比較。教育與心理研究，31(1)，179-203。
44. 陳怡佐(1989)。彰化，國立臺灣教育學院特殊教育研究所。
45. 曾之芳(2014)。高雄，國立高雄師範大學特殊教育學系。
46. 曾世杰(2009).聲韻覺識、唸名速度與中文閱讀障礙.臺北:心理.
47. 曾世杰,簡淑真,張媛婷,周蘭芳,連芸伶(2005)。以早期唸名速度及聲韻覺識預測中文閱讀與認字：一個追蹤四年的相關研究。特殊教育研究學刊，28，123-144。
48. 錡寶香(2006).兒童語言障礙－理論、評量與教學.臺北:心理.