| Summary: | 碩士 === 國立臺北護理健康大學 === 語言治療與聽力研究所 === 104 === The purpose of this study was to investigate the active participation of preschool children in dialogic reading. Participation results from adult asking questions, namely, (1) completion questions, (2) recall questions, (3) open-ended questions, (4) wh-questions, (5) distancing questions, and (6) spontaneous speech from child-initiated utterances were examined. Twenty-two typically developed preschool children aged 4 to 5 were recruited from the remote areas of Nantou. Language samples, which served as the pre- and post-tests, were collected respectively from the second and tenth intervention. CHAT (Code for the Human Analysis of Transcripts) and CLAN (Child Language Analysis program) of CHILDES (Child Language Data Exchange System) were used to transcribe and analyze language samples from both interventions. Paired t-test and Wilcoxon Signed-rank Test were also conducted for comparison between the pre- and post-test results.
Results revealed three main findings:
1. The overall verbal participation of children was closely related with (1) verbal participation in wh-question and (2) story-related child-initiated utterances. That is, the wh-questions and story-related child-initiated utterances played an important and significant role in promoting active participation of children in dialogic reading. More specifically, the child-initiated utterances demonstrated that children became “an active story narrator”, instead of a passive story listener.
2. During dialogic reading activity, adult decreasingly used the prompt strategy, namely CROWD, whereas children increasingly initiated story-related utterances. This indicated that the active speech production was gradually handed over from adult to children. The role of children gradually shifted from passive listeners to active participants.
3. The five types of prompt strategy, CROWD, have separate levels of contribution to the expressive language production. Completion questions were regarded as a significant strategy to facilitate children’s successful response as compared to the other four prompts. Children’s complex sentences and different number of words significantly increased in the context of completion questions.
Finally the implication for clinical application and possible directions of future research were also discussed.
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