| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 99 === A Study on Family Reading Activies based on Scaffolding Strategies
Yu-Lin, Chen
Early Childhood Education
National Chiayi University
Abstract
This study analyzed how scaffolding strategies contributed to the promotion of reading levels in family reading activities. Two sets of field studies, one between parent- child and the other between siblings, were adopted for data collection in which participant observation and semi-structured interviews were applied. The changes observed along family reading activities were discussed after each field study was conducted. The results of this study were presented as follows:
1.Scaffolding strategies used in family reading activities between parent-child and between siblings could be categorized into three levels: low, medium and high.
2.At the beginning, family reading activities between parent-child and between siblings encountered problems such as:
(1)Reading accompanies usually raised closed-ended questions.
(2)Readings accompanies did not answer questions raised by children immediately.
(3)Children rarely raised questions.
3.There were three stages in the promotion of reading levels between parent-child and between siblings, i.e., beginning stage, breakthrough stage, and maintaining stage. Through three different stages, the promotion of family reading activities was presented as follows:
(1)Reading accompanies raised open-ended questions instead of closed-ended ones.
(2)Reading accompanies guided children to guess or predict the ideas presented in drawing books instead of giving direct description.
(3)Children actively raised questions instead of passively listening.
Keywords: Scaffolding Strategies, family reading activity, children
|
|---|
