The development of emergent literacy curriculum for language delayed preschool children

• Main Authors: Chiu-Ling Wang, 王秋鈴
• Other Authors: Su-Jan Lin
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/86976916068882073555

博士 === 國立高雄師範大學 === 特殊教育學系 === 99 === The purpose of this study was to develop the emergent literacy curriculum for language delayed preschool children, and to assess the effects of the emergent literacy curriculum. The design of emergent literacy curriculum was based on the embedded-explicit model, and the core content included oral language, phonological awareness, and print awareness. The curriculum was evaluated through three steps. First, the curriculum framework and indicators of curriculum were evaluated by experts from special education and speech-language pathology. Then, a pilot study was conducted with the ABA design of single subject research to evaluate the effects of the curriculum. According to the results of the pilot study, the emergent literacy curriculum was adapted, and as the experimental materials for the formal experimental teaching study. The formal experimental teaching study was the last step of curriculum evaluation in order to certify the property of the emergent literacy curriculum. The formal experimental teaching study utilized the nonequivalent pretest-posttest design of quasi-experimental research. There were fifty-three aged 4-6 children with language delayed from Kaohsiung City participated in the study. The control group had 25 participants who received school’s curriculum, the other 28 participants, experimental group, who received emergent literacy curriculum for 50-60 minutes a lesson, twice per week over the courses of nearly 12 to 15 weeks. The results of the study were as follows: 1. The emergent literacy curriculum could enhance the participants’ abilities of emergent literacy. The experimental group significantly performed better than control group in the oral language, phonological awareness, and print awareness. 2. Statistically significant differences were found between the control and the experimental group in the standardized language tests--“Revised Language Disorder Assessment for Preschooler” and “Receptive and Expressive Vocabulary Test”. The mean scores of the experimental group were higher than the control group. 3. Both of the mixed and expressive language delayed groups demonstrated the same improvement for the overall emergent literacy skills; however, the expressive language delayed children performed significantly better than mixed language delayed children in phonological awareness and book and print concepts. 4. Based on the data, all units of the emergent literacy curriculum were suited for the language delayed children. At last, this research provided some suggestions for future researches and teaching practices.