臺灣博碩士論文加值系統

中文摘要本研究旨在瞭解語言治療師運用童書於語言障礙孩童教學治療的策略，將童書運用過程分為情境佈置、教學策略及延伸活動三階段，分析不同階段中治療師如何運用童書進行治療，以作為語言治療師運用童書治療之參考。本研究以南部地區兩位資深語言治療師及四位學齡前、學齡階段語言障礙孩童為研究對象，蒐集資料的方式以進入治療場域觀察及治療師訪談為主，研究者就上述資料進行分析，得到以下結果：1.治療師運用童書進行治療前的情境佈置，包括「選書」、「座位安排」及「引起動機」。「選書」會考量語言治療目標、童書特質及孩童興趣與能力等。而「座位安排」則因孩童之年齡及注意力集中情形而有所不同，以「抱著孩童而坐」、「與孩童相鄰而坐」及「呈90度角而坐」為主。「引起動機」方面，則以「圖片引導」和「介紹書名」方式為主。2.治療師運用童書進行治療時的教學策略，分為引導策略及回應策略。引導策略受孩童目前語言治療目標及語言程度高低影響。「指圖命名」對話式引導策略有助於孩童之詞彙量擴充，為兩位治療師對語言程度較低之孩童最常運用之引導策略；而「提問字義或推理性問題」可引導孩童類化思考，為兩位治療師對語言程度較高之孩童常運用之引導策略。另外，治療師的引導策略和回應策略是交叉循環進行的。回應策略方面，當治療師提問問題孩童無反應時，對語言能力較低孩童以「重複問題」回應為主，語言能力較高孩童以「窄化問題」為主。而當孩童反應不適切或不完整時，對語言能力較低孩童以「重述孩童的話」、「延伸」以及「重複問題」、「換句話說」來回應居多，對語言能力較高的孩童，採「擴充問題」、「肯定」和「幫助回答」及「換句話說」居多。當孩童反應適切時，對語言能力較高之孩童以「重述孩童的話」、「延伸」及「擴充問題」、「肯定」居多。語言能力較低之孩童則以「重複問題」、「換句話說」及「幫助回答」、「換句話說」居多。3.治療師運用童書進行治療後的延伸活動策略，包括「進行主題相關活動」、「帶孩童再讀一遍」、「討論封面」及「討論書中情節」。延伸活動之安排會因孩童的認知差異而有不同，語言程度較低之孩童以「進行主題相關活動」為主，而語言程度較高之孩童則以討論方式為主。另外，治療師在童書進行後少有延伸活動的安排，此相較於教師於童書教導後常會安排多元化之延伸活動有異。關鍵詞：童書、語言障礙孩童、語言治療師

The Use of Children's Books in Speech-Language Therapies Jui Ping Hung Abstract The study is for understanding the purpose of the speech-language pathologist , which is utilizing children's book to remedy old children with language impairment. We divided the course of using children's book into three stages : situation arrangement, the teaching strategy and extended action. Next, we analyze how the pathologist applied children's book to treatment in different stage, using it as the reference. The study for two Senior Speech-language pathologist and four children before/after elementary, to collect data/information by entering and observing the treatment fields, and interviewing with Speech-language pathologist. The researcher analysis and obtain following result as collection: 1.Speech-language pathologist applied children's book to begin the situation arrangement, including "choosing book", "seat arrangement" and "causing motion" before the treatment. "Choosing book" will consider the target of language treatment, the character of children's book , as well as the ability and interest of children. "Seat arrangement" will different from age and attention , "hugs the child to sit", "the child neighboring sits" and "90 angles to sit" mainly. "Causing motion" will use the ways of "picture guidance " and " book introduction" primarily. 2.There are two stages which are Guidance and Response that Speech-language pathologist applied children's book to treatment. Guidance will be influenced by the target of language treatment and degree of language level. Guidance will help children to expand the amount of words by "Chart Naming", it is the most useful strategy for two Speech-language pathologists in Guidance.In addition, "Inquiring meaning or inferential question" will lead children to think , it is common to use in two Speech-language pathologists. Moreover, both guidance and response usually overlaps in same time with treatment. For Response, Speech-Language pathologist should "repeating the question" to children who is at the lower degree of language, and further , they "focusing the question" when the children have the higher degree of language. When the child replied unaccommodated or incomplete, utilizing "repeat the sentences from Children", "Expending" and "Paraphrasing" to replied who is at the lower degree of language, but "Expending", "Approve”, “Help Answer" and "Paraphrasing" when children respond incompletely. In the other words, expressing "Repeating the words from children", "Expending" , "paraphrasing" and "Approve" chiefly for children who is at higher level. 3.Speech-language pathologist applied children's book to expending Activity strategies, included "subject correlation", "read once more", "discussing title of book" and "discussing contents of book" after treatment. Expended actions also will be different from the cognizable diversity of children , The children who is at lower degree of language should be taught with "subject correlation". Moreover, Speech-language pathologist usually haven't arrange the other extending activities after the treatment of children's book. It is different with the teacher often arrange diversified activity Keywords：children's book，old children with language impairment，speech-language pathologist

目錄第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 4 第二章 文獻探討 5 第一節 文學與語言治療的相關性 5 第二節 童書在語言障礙孩童治療之應用 9 第三節 以童書教學增進孩童語言能力之實徵性研究 16 第四節 童書於語言治療之運用程序及策略 28 第三章 研究方法 37 第一節 研究對象 37 第二節 治療場所環境概述 41 第三節 觀察與紀錄 42 第四節 資料轉錄與分析 44 第五節 信度 51 第四章 結果與討論 53 第一節 ST1治療師－A1孩童童書運用策略 53 第二節 ST1治療師－A2孩童童書運用策略 61 第三節 ST2治療師－B1孩童童書運用策略 69 第四節 ST2治療師－B2孩童童書運用策略 76 第五節 綜合分析與討論 83 第五章 結論與建議 91 第一節 結論 91 第二節 限制 94 第三節 建議 95 參考文獻 97

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