讀寫萌發介入方案成效之研究：低收入家庭之親子共讀

• Main Authors: Wang ying ching, 王瀅晴
• Other Authors: 陳俞君
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/13920750093551984650

碩士 === 樹德科技大學 === 幼兒保育學系 === 97 === The aim of the current study was to investigate the effect of the application of the emergent literacy project applied to the mother-child shared-reading of five low-income families and to explore the indirect influence of that project on the literacy development of the low-income-family children. The strategies and skills for emergent literacy improvement, designed by Hsieh, Hemmeter, & McCollum (2005), were adapted to be the emergent literacy project for this study. The cross-subject multiple baseline and multiple treatment design, a type of single subject research, was utilized to examine the effects of the emergent literacy project. Furthermore, in order to explore the effects of the project on the literacy development of the low-income-family children after mother-child shared reading, the Mann-Whitney test was used to examine the differences of the literacy development of the children that shared read with their mothers and that of the children that did not share read. The results of this study showed that the utilization of emergent literacy by the low-income mothers was improved after participated in the emergent literacy project and that certain skills were maintained during the follow-up period. Additionally young children’s emergent literacy development (phonological awareness and reading comprehension) was improved when their mothers used the skills during mother-child shared reading. The comparisons with that of the children who did not shared-read, revealed that children who shared read with their mothers improved significantly in their PPVT scores, phonological awareness, and reading comprehension.