| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系教學碩士班 === 99 === The purpose of this study is to develop a course of joint reading among preschool children and elementary-school children and examine appropriate teaching strategies for this course. In this study, problems associated with a joint-reading course among children are identified and solved appropriately. In addition, this study discusses relationships among reading styles and interactive dialogues and compares the reading behaviors of the children of the study before and after they participated in the course. This study employs the method of action research to investigate the research questions. The subjects of this study include 19 children of ages from 4 to 6 in the affiliated kindergarten of an elementary school at Tainan County and 15 sixth graders in the same school as reading partners. Data were collected during a period of fourteen weeks from observing the children’s behaviors, interviewing the children, recording reflection logs, gathering feedback forms, and collecting the feedback information from the reading partners.
As suggested by the analysis of the data, a course of joint reading among preschool children and elementary-school children needs to be based on the teaching context and beliefs. In the course, affection plays a key role in the children’s interaction with the book illustrations as the main interactive media for joint reading.
Furthermore, interactive dialogues are effective reading strategies and the children are found to incorporate their daily-life experiences and the illustrations and languages contained in the books into dialogues. During a series of joint-reading activities among preschool children and elementary-school children, the children revealed their preferences toward book types and demonstrated the process of course planning and content selection. The children enjoyed joint reading and produced meaningful verbal expressions with the aid of drawing. Based on the findings, suggestions are presented for future research.
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