| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系碩士在職專班 === 105 === This study aims at discussing the influence of using teacher-student dialogic reading intervention on improving children's Chinese and Hakka oral expression and understanding vocabulary. The subjects are 48 kindergarteners senior classes; the teaching of using teacher-student reading intervention lasted for 10 weeks, twice a week, 20 times in total. Through sound-recording , records of observation, teachers' reflection on teaching and non-specific interviews, it attempts to understand the effects on using teacher-student reading intervention to improving children's language abilities. The subjects were then given the post-test based on PPVT-R (Peabody Picture Vocabulary Test-Revised) and test of spoken expression ability for children. It compares the changes of average and percentage of children's bilingual learning after using teacher-student reading intervention. It analyzes with t-test and examines the data to analyze the change of language abilities before and after using teacher-student dialogic reading intervention. According to the results, suggestion and reference are given for future educational application and research. The findings of the research are as follows:
1. Teacher-student dialogic reading intervention can improve children's vocabulary comprehension and have a persistent effect.
The research results point out the obvious effect on improving children's comprehension on Chinese vocabulary. Either the experimental group or control group have obvious improvement on their Chinese or Hakka reading vocabulary after the ten-week teaching.
2. Teacher-student dialogic reading intervention can improve children's verbal expressions
The research results point out that this teaching method can improve children's Chinese and Hakka verbal expressions. In Chinese verbal expressions, both of the experimental and control groups have better performance; in Hakka verbal expressions, only the experimental group shows obvious improvement.
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