家庭語文環境與幼兒接收性詞彙的表現

Home Literacy Environment and the Receptive Vocabulary of Young Children

10.6475/JECE.201208.0023

林珮伃(Pei-Yu Lin)

家庭語文環境 ； 閱讀發展 ； 接收性詞彙 ； home literacy environment ； reading development ； receptive vocabulary

幼兒教育年刊

23期（2012 / 08 / 01）

23 - 44

繁體中文

本研究主要目的在瞭解幼兒接收性詞彙表現，和其所生長的家庭語文環境有何關聯，參與本研究的幼兒共309位，來自中部地區3縣市，2所公立幼稚園8個班級，和3所私立幼稚園16個班級，本研究施以修訂畢保德圖畫詞彙測驗 （Peabody Picture Vocabulary Test-Revised, PPVT-R），測得幼兒接收性詞彙，採自編「家庭語文環境量表」，獲知家庭語文環境的優質程度，以及父母教育程度，並將不同程度的中文家庭語文環境分為四組，本研究發現幼兒接收性詞彙表現，會因中文家庭語文環境優質程度的不同而有差異；研究亦顯示幼兒接收性詞彙表現，會因其父母教育程度的不同而有所差異，排除父母教育程度的因子後，整體家庭語文環境對幼兒接收性詞彙能力的表現仍具有解釋力。

The main purpose of this study is to understand the relationship between young children's receptive vocabulary and their home literacy environment (HLE). The participants included 309 young children, selected from 24 classes of 3 private and 2 public kindergartens, located in 3 different counties or cities of the Middle Taiwan. Peabody Picture Vocabulary Test-Revised was applied to collect the receptive vocabulary, and the self-developed Home Literacy Environment Scale was applied to collect home literacy environment as well as the parental education. The quality of HLE among the participants was divided into four groups. The difference of Chinese HLE in young children's receptive vocabulary was found. HLE still accounted for the receptive vocabulary of young children as parental education was controlled.

1. 呂玫真、賴文鳳(2010)。新移民女性子女和一般幼兒的家庭閱讀環境與其語言能力之相關性研究。課程與教學，13(4)，133-157。
   連結：
2. Bronfenbrenner, U.(1979).The Ecology of human development.Cambridge, MA:Harvard University Press.
3. 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.
4. Bus, A. G.,Van Ijzendoorn, M. H.,Pellegrini, A. D.(1995).Joint book reading makes for success in learning to read.Review of Educational Research,65(1),1-21.
5. Dale, P. S.,Grain-Thoreson, C.(1999).Language and literacy in a developmental perspective.Journal of Behavioral Education,9(1),23-33.
6. DeGraaaf, N. D.,De Graaf, P. M.,DeGraaaf, N. D.,De Graaf, P. M.,Kraaykamp, G.(2000).Parental cultural capital and educational attainment in the Netherlands.Sociology of Educaton,73,92-111.
7. Dunning, D. B.,Mason, J.M.,Stewart, J. P.(1994).Reading to preschoolers: A response to Scarborough and Dobrich and recommendations for future research.Developmental Review,14,324-339.
8. Durkin, D.(1966).Children who read early: Two longitudinal studies.New York, NY:Teachers College Press.
9. Ferreiro, E.,Teberosky, A.(1982).Literacy before schooling.Exeter, NH:Heinemann Educational Books.
10. Harste, J.C.,Woodward, V.A.,Burke, C.L.(1984).Language stories and literacy lessons.Portsmouth, NH:Heinemann Educational Books.
11. Hart, B.,Risley, T. R.(1995).Meaningful differences in the everyday experience of young American children.Baltimore:Paul H. Brooks.
12. Hart, S. A.,Petrill, S. A.,DeThorne, L, S.,Deater-Deckard, K.,Thompson, L, A.,Schatschneider, C.,Cutting, L, E.(2009).Environmental influences on the longitudinal covariance of expressive vocabulary.Journal of Child Psychology and Psychiatry,50(8),911-919.
13. Heath, S. B.(1983).Ways with words.Cambridge, MA:Cambridge University Press.
14. Kamil, Michael L.(ed.),Pearson, P. David(ed.),Moje, E. Birr(ed.),Afflerbach, Peter P.(ed.)(2009).Handbook of Reading Research.
15. Lonigan, C. J.,Burgess, S, R.,Anthony, J, L.(2000).Development of emergent literacy and early reading skill in preschool children.Developmental Psychology,36(5),596-613.
16. McGuinness, D.(2005).Language development and learning to read.Cambridge, Massachusetts:MIT.
17. Roberts, J.,Jurgens, J.,Burchinal, M.(2005).The role of home literacy practices in preschool children's language and emergent literacy skills.Journal of Speech, Language, and Hearing Research,48,345-359.
18. Scarborough, H. S.,Dobrich, W.(1994).On the efficacy of reading to preschoolers.Developmental Review,14,245-302.
19. Senechal, M.(2006).Testing the home literacy model: parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure.Scientific Studies of Reading,10(1),59-87.
20. Senechal, M.(1997).The differential effect of storybook reading on preshcoolers' acquisition of expressive and receptive vocabulary.Journal of Child Language,24,123-138.
21. Senechal, M.,Cornell, E. H.(1993).Vocabulary acquisition through shared reading experiences.Reading Research Quarterly,28,360-374.
22. Senechal, M.,Cornell, E. H.,Broda, L. S.(1995).Age-related changes in the organization of parent-infant interactions during picture-book reading.Early Childhood Research Quarterly,10,317-337.
23. Senechal, M.,Lefevre, J.(2002).Parental involvement in the development of children's reading skills: A five-year longitudinal study.Child Development,73(2),445-460.
24. Taylor, D.(1983).Family literacy: Young children learning to read and write.Exeter, NH:Heinemann.
25. Taylor, D.,Strickland, D.S.(1986).Family storybook reading.Portsmouth, NH:Heinemann.
26. Teale, W. H.(ed.),Sulzby, E.(ed.)(1986).Emergent literacy.Norwood, NJ:Albex.
27. Van Steensel, R.(2006).Relations between socio-cultural factors, the home literacy environment and children's literacy development in the first years of primary education.Journal of Research in Reading,29(4),367-382.
28. Wasik, B. H.(ed.)(2004).Handbook of family literacy.Mahwah, NJ:Lawrence Erlbaum Associates.
29. Whitehurst, G. J.,Arnold, D.S.,Epstein, J.N.,Angell, A. L.,Smith, M.,Fischel, J. E(1994).A picture book reading intervention in day care and home for children from low-income families.Developmental Psychology,30(5),679-689.
30. 吳宜貞、黃秀霜(1998)。家庭環境變項、認字、語意區辨及閱讀理解能力之關係分析。教育與心理研究，21，357-380。
31. 林珮伃(2010)。臺灣幼兒家庭的不同語文環境在共讀實施之差異。教育研究學報，44(2)，31-54。
32. 林慧娟(2008)。碩士論文(碩士論文)。臺中市，國立臺中教育大學幼兒教育學系。
33. 唐榮昌(1994)。碩士論文(碩士論文)。臺北市，國立臺灣師範大學特殊教育研究所。
34. 張欣戊譯、林淑玲譯、李明芝譯、Shaffer, D. R.、Kipp, D.(2010)。發展心理學。學富。
35. 張顯達(2005)。外語學習起點研究方法分析。兒童外語發展與學習學術研討會論文集
36. 陳美芳(1999)。國語文低成就學童口語理解能力的發展。特殊教育研究學刊，17，189-204。
37. 陳美芳(1998)。國小學童口語語言理解與閱讀理解能力之關係。特殊教育研究學刊，16，171-184。
38. 陸莉、劉鴻香(1998)。修訂畢保德圖畫詞彙測驗。臺北:心理。
39. 曾雅瑛、黃秀霜(2004)。國民小學中文詞彙測驗之編製。測驗年刊，49(2)，199-216。
40. 劉靜蓉(2004)。碩士論文(碩士論文)。臺北市，國立臺北師範學院幼兒教育系。

1. 蔡幸子,張鑑如,林碧芳(2021)。家庭社經地位對新住民子女語言發展之影響：以新住民母親華語能力、親子共讀時間為中介變項。當代教育研究季刊，29(4)，31-33+35。
2. 鄧蔭萍(2020)。「家庭社經地位」與母親教養效能、幼兒適應行為及詞彙理解能力之關係。教育心理學報，51(4)，663-686。
3. 駱明潔,盧姿伶(2021)。中部地區幼兒3C產品使用情形與其語言理解及表達之相關研究。通識教育實踐與研究，29，105-172。
4. 簡宏江、陳儒晰(2016)。幼教人員對幼兒數位學習活動的社會批判與教學轉化。數位學習科技期刊，8(3)，29-49。
5. (2020)。幼兒家庭環境與認知能力及語言能力之相關研究。教育研究月刊，319，86-100。