發展遲緩幼兒及一般幼兒對不同表徵繪本之眼動注意力與繪本理解差異之研究   免費試閱

Effects of Representations on Reading Attention and Comprehension Studied Using Eye-Tracking Techniques for Young Children With and Without Developmental Delay

本研究旨在探討認知或語言發展遲緩幼兒及一般幼兒同儕，在閱讀無聲、有聲和指讀等不同表徵之電子繪本時，其眼動注意力歷程與繪本理解表現之差異。採以立意取樣方式，邀請30位就讀幼兒園大班發展遲緩幼兒和60位一般幼兒參與本研究，研究者隨機分派閱讀三種不同表徵之電子繪本給予兩群幼兒，並蒐集幼兒各項眼動數據和繪本理解答題正確率。研究結果發現：一、在眼動專注率上，組別和繪本表徵兩自變項無交互作用，兩組幼兒參與者的眼動專注率沒有差異，但有聲繪本顯著優於無聲繪本。二、在凝視故事主角圖像的比率上，組別和繪本表徵兩變項間有交互作用：在觀看指讀繪本時，發展遲緩幼兒凝視主角的比率顯著高於一般幼兒同儕；且對發展遲緩幼兒而言，觀看指讀繪本時凝視故事主角圖像的比率亦顯著高於閱讀無聲繪本。三、在凝視文字和背景的比率上，組別和繪本表徵兩自變項間無交互作用，且不同組別參與者凝視文字和背景的比率無顯著差異，但在凝視背景的比率上，有聲繪本高於無聲繪本。四、在繪本理解答題正確率上，組別和繪本表徵兩變項沒有交互作用，而一般幼兒的答題正確率顯著優於發展遲緩幼兒，且指讀繪本的答題正確率顯著高於無聲繪本。

Employing eye-tracking technology and digital picture books, this study examined the differences in eye movements and digital picture book reading comprehension between young children with and without developmental delay. Thirty 5-year-old children with developmental delay and 60 age-matched normal controls participated in this study and were recruited through purposive sampling. Digital picture books were read by participants in three ways, namely as audio picture books, through finger-point reading, and without any audio or physical aid. The data collected and analyzed included participants’ eye movements and their digital picture book reading comprehension. This study provided four major findings. First, no interaction between the participants and methods of digital picture book reading was observed in terms of reading concentration. No difference in digital picture book reading concentration was noted between the two groups of children, but children’s concentration during audio book reading was significantly better than their concentration during simple digital picture book reading. Second, an interaction between the participants and reading methods was observed when gazing at the main character images. Children with developmental delay stared at the main character images significantly longer than the other group when finger-point reading was used. In addition, the use of the fingerpoint reading technique made children with developmental delay stare at the main character images significantly longer than when they simply read digital picture books. However, no interaction was noted between the participants and reading methods when gazing at the text and background. No difference in the time spent gazing at the text and background existed between the two groups of children, but children gazed at the background of audio picture books significantly longer than they did at that of simple digital picture books. Finally, no interaction was observed between the participants and reading methods in terms of digital picture book reading comprehension. The reading comprehension of the control group was significantly better than that of the children with developmental delay. When the finger-point reading method was used, children’s digital picture book comprehension was significantly better than their digital picture book reading without any audio or physical aid.