對話式閱讀對於弱勢幼兒的語言能力之影響

The Effects of a Dialogic Reading Intervention on the Language Ability of Disadvantaged Children

本研究旨在探討對話式閱讀對於提升弱勢幼兒語言能力之影響。研究對象為一所公立幼兒園大班的幼兒，參與為期8週的對話式閱讀方案，每週4次，各30分鐘的小組共讀活動。研究結果有以下發現：一、只提供幼兒園共讀介入方案，對話式閱讀策略仍能有效提升弱勢幼兒的詞彙理解能力和口語表達能力；二、對話式閱讀策略與激發幼兒說話技巧可分別提供幼兒在語意、語法和語用能力發展的具體方法；三、在共讀過程中，幼兒發展出描述故事因果關係與討論問題解決辦法的能力。

Teaching strategies greatly influence a teacher’s professional development. Many countries have placed an increasing emphasis on astronomy education, but little research has investigated its teaching strategies and their application. In Taiwan, primary and secondary school teachers are often unfamiliar with astronomy education. As such, a need exists for the professional development of teachers in The purpose of this study was to examine the effects of dialogic reading on 5-year old disadvantaged children. The participants were from one public kindergarten in southern Taiwan. They participated in an 8-week small group dialogic reading program, with a frequency of four times per week, 30-minute per session. First, the results of the study show that the participants’ vocabularies and expressions were significantly improved by the eight-week dialogic reading intervention. Second, dialogic reading skills can provide opportunities for the participants to develop abilities in semantics, grammar, and pragmatics. Third, in the process of dialogic reading, the participants demonstrated their abilities in describing the relationship between the cause and effect of stories and participating in problem solving discussions.