A Pedagogical Action Research on Improving Oral Communication Ability of Young Children by Sharing Reading via Picture Books

• Main Authors: Yang, Shu-Mei, 楊淑美
• Other Authors: Lin, Yin-Hsia
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/07895940134275761767

碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士學位在職專班 === 103 === Abstract The goal of this action research is to understand whether a reading course and its pedagogy using shared picture books can improve the oral ability of young children from disadvantaged backgrounds. The subjects of this research are “disadvantaged- in-learning” children of four or five years old selected from “Class Lemon” of Taipei Municipal Happy Kindergarten (a pseudonym), of whom the test scores of “The Diagnostic Test of Oral Grammatical Ability of Pre-school and Lower-Grade Elementary School Children” are interpreted as middle or under. During the research, observations, interviews, video and audio recordings, incident and paper documentations are used for data collection, organization, interpretation, and analysis. By way of an action process, we explore how the reading course using shared picture books impact the research subject’s linguistic comprehension and expression abilities as well as reflect on the application of the teacher’s professional knowledge and skills. The following is our research outcome. I.An Analysis on the Reading Course and Its Pedagogy Using Shared Picture Books A.The strategy of repetitively oral reading and behavioral reinforcement helps the progress of discussion. B.Big picture book made by students does not have any value. C.The self-correction work helps young children in games exploring vocabulary. D.Increasing afternoon oral reading and perform group sharing can enhance young children’s confidence in oral expression. E.Extending time in corner activities provides more free exploration and more interpersonal interaction. F.Pictorialized discussion enhances understanding in the linguistic connotation in pictures. G.Amusing oral reading enhances young children’s ability in comprehending consonance. H.Strategy in scaffolding by adults and peers is the key to happy learning of young children. I.Activities involving entire kindergarten reduces time for corner activities. J.Discussion with free questioning by young children helps them explore interpersonal relations and clarify values of behaviors. K.The strategy of linguistic scaffolding enhances young children’s creativity. L.Idealistic course model of picture book sharing provides young children opportunities of equal autonomic learning. II.Children’s Oral Performance at the End of the Course A.At the end of the course, “Class Lemon’s” attitude towards language learning and oral ability has improved. B.After the course our four objects’ scores of linguistic comprehension test have gone up, but their multi- dimensional linguistic background knowledge still needs to be improved so as to enhance their linguistic expression contents. C.After the course our four objects’ abilities in linguistic expression all have gone up, but a few children still needs to improve their grammatical ability or expand their vocabulary so as to improve their linguistic expression ability. III.Reflection and Growth A.Both the teacher and children are owners of the course. B.The course model of shared picture books reading provides a happy learning environment. C.It is inappropriate to give corner activities of shared picture books reading course when young children just come to kindergarten in the morning. D.Appropriately utilize shared picture books reading strategy is a necessary professional skill to language teachers. E.The process of shared picture book reading course improves young children’s emotional and social development. In conclusion, this research serves as a reference for future pedagogical researches on shared picture books reading. Key words: picture book, shared reading, children of disadvantaged learning sources, oral ability