語言發展遲緩幼兒書本和文字概念之探討

The Word and Print Awareness for Children with Language Delay

10.7034/DSE.201506_(59).0005

林湘雅(Hsiang-Ya Lin)；王秋鈴(Chiu-Ling Wang)

語言發展遲緩 ； 書本和文字概念 ； language delay ； word and print awareness

特殊教育發展期刊

59期（2015 / 06 / 01）

57 - 65

繁體中文

書本和文字概念的發展隨著年紀增長慢慢成熟。本文就語言發展遲緩、書本和文字概念、語言發展遲緩對書本和文字概念的影響、以及提升語言發展遲緩書本和文字概念策略進行探討。希望藉此提供給有興趣的讀者，更多關於語言發展遲緩幼兒書本和文字概念發展上的資訊和方法。

Development of word and print awareness mature slowly as children grow up. In this article, there are several topics discussed including the definition of language delay, the definition of word and print awareness, language delay impact on word and print awareness, and strategies for children with language delay to enhance the development of word and print awareness. Hopefully this could provide the best information and strategies for anyone who is interested in the development of word and print awareness for children with language delay.

1. 「身心障礙及資賦優異學生鑑定辦法」部分條文。2013 年9 月2 日。取自： https://www.set.edu.tw/sta2/Statis_history.asp
2. American Psychiatric Association(2000).Diagnostic and statistical manual-IVTR.Washington, DC:Author.
3. Boudreau, D.,Hedberg, N.(1999).A comparison of early literacy skills in children with specific language impairment and their typically developing peers.American Journal of Speech-Language Pathology,8,249-260.
4. Catts, H. W,Fey, M. E.,Tomblin, J. B.,Zhang, X.(2002).A longitudinal investigation of reading outcomes in children with language impairments.Journal of Speech, Language, and Hearing Research,45,1142-1157.
5. Ezell, H. K.,Justice, L. M.(2005).Shared storybook reading: Building young children's language & emergent literacy skills.Baltimore, MD:Paul H. Brookes.
6. Ezell, H. K.,Justice, L. M.,Parsons, D.(2000).Enhancing the emergent literacy skills of pre-schoolers with communication disorders: A pilot investigation.Child Language Teaching and Therapy,16,121-140.
7. Foorman, B. R.,Anthony, J.,Seals, L.,Mouzaki, A.(2002).Language development and emergent literacy in preschool.Seminars in Pediatric Neurology,9(3),173-184.
8. Justice, L. M.(Ed.),Sofka, A. E.(Ed.)(2010).Engaging children with print: Building early literacy skills through quality read-alouds.New York, NY:Guilford Press.
9. Justice, L. M.,Bowles, R. P.,Skibbe, L. E.(2006).Measuring preschool attainment of print-concept knowledge: A study of typical and at-risk 3- to 5-year-old children using Item Response Theory.Language, Speech, and Hearing Services in Schools,37,224-235.
10. Justice, L. M.,Ezell, H. K.(2002).Use of storybook reading to increase print awareness in at-risk children.American Journal of Speech-Language Pathology,11,17-29.
11. Lomax, R. G.,McGee, L. M.(1987).Young children's conceptions about print and reading: Toward a model of word reading acquisition.Reading Research Quarterly,22,237-56.
12. Lovelace, S.,Stewart, S. R.(2007).Increasing print awareness in preschoolers with language impairment using non-evocative print referencing.Language, speech, and hearing service in school,38,16-30.
13. McGee, L. M.(Ed.),Richgels, D. J.(Ed.)(1990).Literacy's beginnings.Boston, MA:Allyn & Bacon.
14. McGinty, A. S.,Justice, L. M.(2009).Predictors of print knowledge in children with specific language impairment: Experiential and developmental factors.Journal of Speech, Language, and Hearing Research,52,81-97.
15. Owens, R. E., Jr.(Ed.)(2012).Language development: An introduction.Boston, MA:Allyn & Bacon.
16. Paul, R.(Ed.),Norbury, C. F(Ed.)(2012).Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communication.Louis, MO:Elsevier.
17. Pullen, P.C.,Justice, L.M.(2003).Enhancing phonological awareness, print awareness, and oral language skills in preschool children.Intervention in School and Clinic,39(2),87-98.
18. Teal, W. H.(Ed.),Sulzby, E.(Ed.)(1986).Emergent literacy: Writing and reading.Norwood, NJ:Ablex.
19. van Kleeck, A.( Ed.),Stahl, S. A.( Ed.),Bauer, E. B.( Ed.)(2003).On reading books to children: Parents and teachers.Mahwah, NJ:Erlbaum.
20. Whitehurst, G.J.,Lonigan, C.J.(1998).Child development and emergent literacy.Child Development,69(3),848-872.
21. 何淑真、張孝裕、陳立芬、舒兆民、蔡雅薰、賴明德(2009)。華語文教學導論。臺北市:三民。
22. 吳敏而(1993)。文字書本概念與閱讀能力的關係。國民小學國語科教材教法研究
23. 李連珠(1992)。早期閱讀發展釋疑之一：兼談家庭閱讀活動。幼兒教育年刊，5，109-126。
24. 李連珠(1995)。台灣幼兒之讀寫概念發展。幼教天地，11，37-68。
25. 李連珠、林慧芬(2001)。適合發展的幼兒語文課程。台南師院學報，34，443-474。
26. 林玉霞(1995)。台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，4，249-266。
27. 柯華葳譯、游雅婷譯、Burns, M. S、Griffin, P、Snow, C. E(2001)。踏出閱讀的第一步。臺北市:信誼。
28. 陳淑琴譯、Schickedanz, J. A(2005)。遠遠多於ABC：談早期讀寫的萌發。臺北市:信誼。
29. 黃瑞琴(1997)。幼兒讀寫萌發課程。臺北市:五南。
30. 葛本儀編、王新華、王軍、馮煒、劉中富、張樹錚、陳光蘇、楊振蘭、賈寶書、盛玉麒(2003)。語言學概論。臺北市:五南。
31. 謝國平(2011)。語言學概論（第三版）。臺北市:三民。

1. 孟瑛如,丘明(2019)。語言發展遲緩幼兒與一般幼兒閱讀不同圖文編排繪本之眼動數據研究。特教論壇，27，35-61。