| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 106 === The main purpose of this study was to explore the effects of supporting fathers in gaining the abilities in engaging shared book reading with their children with developmental delay. A parent education program, which focuses on parent traing with shared book reading, was developed for the current study. Techniques of the use of co-reading strategy and language eliciting skills were taught to two fathers of children with developmental delay. In order to further explore the performance of the fathers of children with developmental delay in the shared book reading context, a case study was adopted as research methodology.
Overall, the results of this study are listed as followings：
一、Teaching father shared book reading strategy can help parents learn and improve their children's picture book reading skills
二、Teaching father shared book reading strategy can enhance their use of picture books as medium to improve the language skills of their children with developmental delay.
According to research findings, this study proposes the following recommendations:
一、Teaching fathers the picture book guiding skills.
二、Teaching fathers to use language intervention skills when they are engaging in shared book reading activities.
三、Teaching fathers to use language intervention skills when they are engaging in shared book reading activities.
四、Fathers should be given appropriate reinforcement and encouragement when they are engaging in shared book reading with their children.
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