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

The Effectiveness of Parents Using Print Referencing to Promoteprint Awareness in Preschool Children with Language Delay

蘇楷涵(Kai-Han Su)；王秋鈴(Chiu-Ling Wang)

文字參照策略 ； 學前語言發展遲緩兒童 ； 書本和文字概念 ； print referencing ； language-delayed preschoolers ； print awareness

特殊教育學報

47期（2018 / 06 / 01）

63 - 93

繁體中文

本研究旨在探討學齡前語言發展遲緩兒童家長學習文字參照策略(print referencing, PR)之成效，並探討該策略對語言發展遲緩兒童的書本和文字概念發展之影響。研究採用單一受試法跨受試多探試設計，以大臺北地區三對親子為研究對象。三位家長均接受四週的PR策略課程，每週在家與兒童共讀4次，每次10-20分鐘，並每週與研究者面談一次，以了解PR策略在家中的實施情形。研究結果以目視分析和C統計進行資料分析，輔以觀察與訪談家長等資料探究社會效度。綜合本研究結果發現：(1)家長學習PR策略後，對增加其使用該策略的頻率具有立即成效及維持成效；(2)語言發展遲緩兒童在接受家長以PR策略共讀後，其在「幼兒書本和文字概念評量中文版」(Preschool Word and Print Awareness Assessment- Chinese Version, PWPA-C)的表現較介入前進步，且兒童於共讀過程中針對書本和文字概念做出適切回應或主動討論的頻率均較介入前高。本研究根據研究結果進行討論，並提供PR策略之實務執行與後續研究之建議。

The aims of the study were to investigate the effectiveness of the parents of language- delayed preschoolers who learning print referencing strategies (PR), and its impacts on the children's print awareness. The multiple probe design across subjects was implemented in this study. Three language-delayed preschoolers and their parents from Taipei area were participated in this study. The parents received a 4-week program for learning print referencing strategies, and met the researcher once per week to understand how they applied print referencing strategies with their children during shared reading at home. The parents were asked to share reading with their children at least four times per week, and 10-20 minutes per time. The data were analyzed by visual analysis, and C statistic. Direct observations and parent's interviews were implemented supplementary for exploring the social validity. The results of this study were summarized as follows: (1) After a brief learning, it has immediate effect for increasing parents' frequencies of using print-referencing strategies during shared-reading. (2) It also has maintenance effect for keeping parents' frequencies of using print-referencing strategies after intervention. (3) The children show improvement in PWPA-C since their parents used print referencing strategies during shared-reading. (4) The children also increase the frequencies of appropriately respond to and discuss about the print awareness since their parents applied print referencing strategies for shared-reading. In addition to discuss of results, this study also provides suggestions for clinical practice and further research.

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