三種早期閱讀介入方案對社經弱勢幼兒的教學效果研究   免費試閱

The Effects of 3 Early Reading Programs on Social-Economically Disadvantaged Kindergartners

本研究以不等組前後測的準實驗設計，探討偏遠社經弱勢地區幼兒閱讀早期介入教學成效。共有375個平均齡63個月的（至2005年9月）幼兒參與，其中社經弱勢幼兒271人（三實驗組：聲韻57人、識字88人、繪本59人；弱勢社經對照組67人）、優勢社經對照組104人。實驗教學採平衡教學取向，強調閱讀，不教書寫，教學設計配合有效教學原則，由受過訓的原班教師以外加方式進行，每日40分鐘，每週4日，進行30週。對照組則進行原來的統整課程。所有弱勢幼兒都做前測，優勢對照組是後來加入的，無前測。五組幼兒都接受四次後測（國幼班上、下期末、小一上期中、末）。結果發現：一、介入教學即時效果顯著：國幼班畢業前，聲韻組在和聲韻有關分數、繪本組在聽覺詞彙分數上都明顯提升，且顯著優於弱勢對照組；識字組的認字量，則不只領先弱勢各組，甚至高過優勢對照組。二、三種介入教學各在其目標能力上有長期效果：小一上的注音及國語文分數，聲韻組、繪本組都顯著高於弱勢對照組；識字組在識字量上仍顯著高於弱勢對照組。三、介入教學雖能拉近弱勢組與優勢的距離，但仍未能超越優勢對照組：優勢對照組在各種測驗上，除了國幼班將結束時在常用字識字測驗上曾被識字組超過，其餘都一路顯著領先弱勢各組。研究者據此提出和弱勢幼兒閱讀介入相關的結論與建議。

This study examined the effects of 3 early reading programs on social-economically disadvantaged kindergarteners. A total of 347 kindergartners， averagely aged 63 months， participated in the study. The disadvantaged children were grouped into 4 subgroups. Children in the experimental groups received intervention sessions of 3 programs. There were phonological/phonetic training (PH group， 57 children)， character recognition training (CH group， 88 children)， and picture book reading training (PIC group， 67 children). Children were given a 40-minute teaching session per day， 4 days per week， for 30 weeks. A group of 67 children from poor families and another group of 104 children， who were from middle-class families， served as disadvantaged and affluent control groups respectively. Besides pretests， all children received post-tests at 4 time points in kindergarten and first grade.Main findings were: 1. At the end of kindergarten year， the 3 intervention groups outperformed the disadvantaged control group at scores of the target reading abilities taught in the corresponding programs. 2. The intervention effects lasted for at least 6 months. At the end of the first semester in first grade， when compared to the disadvantaged group， the PH group outperformed on the Chinese phonetic symbol tests， CH on the Chinese recognition tests， and PIC group on the reading comprehension tests， respectively. The effect of PH group was particularly evident with superiority. 3.The affluent control group outperformed the disadvantaged children on of every test scores collected in this study. However， when the SES was statistically controlled， there were no significant difference among PH， PIC and the affluent group on tests of Chinese phonetic symbol and character recognition. These results indicate that early reading intervention in kindergarten is feasible and its effect can last for at least 6 months which prevents disadvantaged children from academic failures in their first semester of schooling.