跳到主要內容

臺灣博碩士論文加值系統

(18.205.192.201) 您好!臺灣時間:2021/08/06 05:30
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:徐榕蓮
研究生(外文):Jung-lien Hsu
論文名稱:親子共讀中、英繪本互動模式之研究
論文名稱(外文):Interaction Patterns in Parent-Child Shared Chinese and English Picture Book Reading
指導教授:楊琇琇楊琇琇引用關係
指導教授(外文):Hsiu-hsiu Yang
學位類別:碩士
校院名稱:國立屏東教育大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
畢業學年度:97
語文別:英文
論文頁數:180
中文關鍵詞:繪本共讀親子互動互動模式
外文關鍵詞:picture booksshared readingparent-child interactioninteraction patterns
相關次數:
  • 被引用被引用:1
  • 點閱點閱:752
  • 評分評分:
  • 下載下載:82
  • 收藏至我的研究室書目清單書目收藏:4
本研究旨在探討親子共讀中文繪本與共讀中/英文繪本時的互動是否有所不同,因而能更進一步檢視父母與孩子偏好使用的口語互動和共讀時的互動歷程。研究對象為七對親子組合,每對親子檔須共讀三本中文及三本英文繪本。此七對親子組合四十二次閱讀時段的互動過程皆以錄影方式記錄分析。資料收集方式還包括觀察、錄音、觀察記錄、半結構式訪談。親子口語互動編碼系統則改編自Baker、Dickinson、Kertoy與邱瓊甄的分類方式。
研究發現,親子在選擇中文書時會以封面做為首要考量,大部分的父母會以孩子喜歡的繪本為主。父母與孩子各有不同的選書原因,舉例來說,選擇中文書籍時,父母通常以封面為主,孩子則傾向以封面或閱讀經驗來選書。當在選擇英文書時,父母偏愛選書時給予建議,孩子則憑個人興趣為選書依據。當親子談到封面時,父母經常在中文共讀談到標題與字彙學習,孩子除了談到標題,也習慣描述封面上的圖片。在談論英文封面時,父母談論較多的標題與圖片描述,孩子則偏愛談論圖片描述與字彙學習。不論在中(英)文的文本共讀時,大部分是父母主動引導的口語互動。父母在中文共讀時以照字面唸、改說、圖片配合及簡化的方式唸讀文本。進行英文共讀時採用翻譯及照字面唸的方式。父母也會要求孩子開口唸,且孩子有時會主動唸給父母聽。當孩子無法流暢的唸出文本,父母會在旁協助閱讀。
討論文本的過程顯示親子使用不同方法討論故事。親子在中文共讀中最常討論圖片,較少討論字意/字彙學習。然而在英文共讀中,親子偏愛討論圖片及字意/字彙學習。父母談論文本內容的口語互動比孩子多,特別在中文共讀時的解釋、改說及闡述與英文共讀時的字意/字彙學習和改說。孩子雖然能與父母一起討論文本的內容,他們仍仰賴父母的指導。關於文本外的討論,親子在中英共讀時習慣連結生活經驗及述說個人意見,此兩種討論方式能促進對話互動。當討論圖像文本時,親子在中文共讀時較少談論圖像,但在英文共讀時偏重圖像詮釋。親子的語言程度顯然影響他們在中英共讀時的口語互動。
根據上述的研究結果,筆者有兩點建議,第一,對共讀有興趣的家庭可以參考本研究中親子的互動模式進行中/英文共讀。第二,父母可配合孩子的能力及興趣,結合多種口語互動技巧營造愉快的閱讀經驗。
The purpose of this study is to explore parent-child interactions in shared Chinese picture book reading and to compare the differences in English reading. This study further examines the tendency of parents’ and children’s verbal interactions and the regulation of their interactions in shared reading. There were seven parent-child pairs in this study and they read a total of three Chinese and three English picture books. The interactions of the seven pairs in forty-two reading sessions were videotaped and analyzed. The data were also collected from observations, audio recordings, fieldnotes, and semi-structured interviews. The coding system of parent-child verbal interactions was adapted from Baker et al.’s (2001), Dickinson et al.’s (1992), Kertoy’s (1994), and Chiu’s (2002) classifications.
The findings showed that parent-child frequently attributed the reasons of book selection to the front cover, and most parents let their children choose favorite books. Parents and children put different foci on the reasons for book selection. Some reasons were favored by parents, such as the front cover in Chinese reading; children tended to choose a book because of the front cover or reading experiences. In selecting English books, parents preferred to give suggestions, while children chose books because of personal interests. When parent-child talked about the front cover, parents frequently talked about the title and word learning in Chinese reading, while children tended to read the title and describe the pictures of the front covers. In discussing the front cover in English reading, parents talked more about the title and picture description, but children preferred to talk about picture description and word learning. The majority of verbal interactions were from parents in Chinese and English reading. Parents read Chinese texts through verbatim reading, paraphrase, picture and text reading, and simplification, while they read English texts through translation and verbatim reading. Parents would ask their children to read or children sometimes read for parents. When children couldn’t read smoothly, parents chimed reading with them.
The discussion within the text revealed that parents and children employed various ways to discuss the story. Parent-child frequently talked about pictures and rarely talked about word meanings/learning in Chinese reading. In English discussion, however, parent-child preferred to talk more about pictures and word meaning/learning. The majority of discussions within the text were from parents, especially in explanation, paraphrase, and elaboration in Chinese reading, and word meanings/learning and paraphrase in English reading. Although children were able to construct meanings with parents, they relied on parents’ guidance. In regard to discussion beyond the text, parent-child preferred to discuss life experiences and comments in both Chinese and English reading. It is found that life experiences and comments facilitated conversational turn-taking. Compared with their English reading, parents and children had fewer talks on pictorial texts in Chinese reading, especially in interpreting pictures. Parent-child’s language level significantly affected their verbal interactions in Chinese and English reading.
Based on the results, the researcher offered two suggestions to parents and children. First, those families who are interested in shared reading can refer to parent-child interaction patterns in this study to undertake shared Chinese and English reading. Second, parents can combine with various verbal interactions according to children’s ability and interests to create pleasurable reading experiences.
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS i
CHINESE ABSTRACT ii
ENGLISH ABSTRACT iv
TABLE OF CONTENTS vi
LIST OF TABLES ix
CHAPTER ONE: INTRODUCTION 1
Background and Motivation 1
Statement of the Problem 5
Purpose of the Study 7
Research Questions 7
Significance of the Study 7
Limitations of the Study 9
Definition of Key Terms 9
CHAPTER TWO: LITERATURE REVIEW 12
Early Reading Experience 12
Significance of Early Childhood Reading 13
Children’s Reading Development 15
Picture Books 17
Benefits of Picture Books 18
Book Selection 19
Shared Reading 21
Theoretical Foundation for Shared Reading 21
Parent-Child Shared Reading 23
Benefits of Parent-Child Shared Reading 26
Interaction Patterns in Shared Reading 28
Verbal Interactions in Shared Reading 29
Regulation of the Interaction in Shared Reading 32
CHAPTER THREE: METHODOLOGY 38
Rationale 38
Participants 38
The Parents 39
The Children 41
The Role of Researcher 42
Shared Picture Book Reading 42
Data Collection 45
Demographic Questionnaire 45
Observations, Audio- and Video- Recordings, and Fieldnotes 46
Semi-structured Interviews 47
Data analysis 50
Trustworthiness 52
CHAPTER FOUR: RESULTS AND DISCUSSION 54
Orientation before Shared Chinese and English Picture Book Reading 55
Reasons for Book Selection 55
The Introduction to the Front Cover 66
A Short Summary 78
Reading Language Texts in Shared Chinese and English Picture Book Reading 79
Reading the Text 79
Discussion within the Text 94
Discussion beyond the Text 110
A Short Summary 118
Reading Pictorial Texts in Shared Chinese and English Picture Book Reading 120
A Short Summary 125
CHAPTER FIVE: CONCLUSION 127
Summary of the Study 127
Implications for Shared Reading 132
Suggestions for Future Studies 136
REFERENCES 139

APPENDICES
Appendix A-1 Chinese Version of the Invitation Letter 151
Appendix A-2 English Version of the Invitation Letter 152
Appendix B-1 Return Sheet of the Chinese Demographic Questionnaire 154
Appendix B-2 Return Sheet of the English Demongraphic Questionnaire 155
Appendix C-1 Chinese Version of the Interview Guide for Parents 156
Appendix C-2 English Version of the Interview Guide for Parents 157
Appendix D-1 Chinese Version of the Interview Guide for Children 158
Appendix D-2 English Version of the Interview Guide for Children 159
Appendix E-1 Chinese Version of the Post-Reading Interview for Parents 160
Appendix E-2 English Version of the Post-Reading Interview for Parents 161
Appendix F-1 Chinese Version of the Post-Reading Interview for Children 162
Appendix F-2 English Version of the Post-Reading Interview for Children 163
Appendix G Observational Protocol for Parents and Young Children''s Interactions in Shared Reading 164
Appendix H Transcription Conventions 167
Appendix I Parent-Child Verbal Interactions in Shared Reading 168
Appendix J-1 Sample Transcript in Parent-Child Shared Chinese Reading 175
Appendix J-2 Sample Transcript in Parent-Child Shared English Reading 178

LIST OF TABLES
Page
Table 1 Reasons for Book Selection in Chinese Reading 56
Table 2 Reasons for Book Selection in English Reading 64
Table 3 The Introduction to the Front Cover in Chinese Reading 67
Table 4 The Introduction to the Front Cover in English Reading 73
Table 5 Reading the Text in Chinese and English Reading 80
Table 6 Discussion within the Text in Chinese Reading 95
Table 7 Discussion within the Text in English Reading 106
Table 8 Discussion beyond the Text in Chinese Reading 111
Table 9 Discussion beyond the Text in English Reading 117
Table 10 Reading Pictorial Texts in Chinese Reading 121
Table 11 Reading Pictorial Texts in English Reading 123
References
Allison, D. T., & Watson, J. A. (1994). The significance of adult storybook reading styles on the development of young children’s emergent reading. Reading Research and Instruction, 34(1), 57-72.
Allor, J. H., & McCathren, R. B. (2003). Developing emergent literacy skills through storybook reading. Intervention in School and Clinic, 39(2), 72-79.
Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education. Belmont: Thomson Wadsworh.
Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001). Parents’ interactions with their first-grade children during storybook reading and relations with subsequent home reading activity and reading achievement. Journal of School Psychology, 39(5), 415-438.
Baker, L., & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23(4), 239-269.
Bruner, J.S. (1975). Language as an instrument of thought. In A. Davies (Ed.), Problems of language and learning. London: Heinemann.
Bus, A. G., & van IJzendoorn, M. H. (1997). Affective dimension of mother-infant picturebook reading. Journal of School Psychology, 35(1), 47-60.
Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read. A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.
Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching. Cambridge University Press.
Chen, Y. H. (2006). Action research on EFL parent-child co-learning through children’s picture storybooks. Unpublished master’s thesis. National Taichung University of Education, Taichung, Taiwan.
Chin, R. C. (2000a). 金瑞芝。淺談親子共讀圖畫書。[A brief discussion on parents-children shared picture book reading.]. 幼教資訊 [Birdsfamily],110,29-31.
Chiu, C. C. (2003). The interaction and interpretation of the process of parents-young children co-reading picture books-“fourteen mice” by Kazuo Iwamura as examples. Unpublished master’s thesis. National Chiayi University, Chiayi, Taiwan.
Chou, C. Y. (2002). A study of the effectiveness of children’s librarian, parents’ and kindergarten’s teachers toward children’s reading behavior. Unpublished master’s thesis. National Chung Hsing University, Taichung, Taiwan.
Chung, P. L. (1999). 鍾屏蘭。如何輔導兒童寫閱讀心得報告。[How to guide children to write reflective reports of reading.]. 國教天地 [Kuo Chiao Tien Ti],136,10-15.
Clarke-Stewart, K. A. (1998). Reading with children. Journal of Applied Developmental Psychology, 19, 1-14.
Cutspect, P. A. (2006). Oral storytelling within the context of the parent-child relationship. Talaris Research Institute, 1(2).
Debaryshe, B. D. (1993). Joint picture-book reading correlates of early oral language skills. Child Language, 20, 455-461.
DeBruin-Parecki, A., Perkinson, K., & Ferderer, L. (2000). Helping your child become a reader: With activities for children from infancy through age 6. U.S. Department of Education Office of Educational Research and Improvement.
DeLoache, J. & DeMendoza, O. (1987). Joint picturebook interactions of mothers and 1-year-old children. British Journal of Developmental Psychology, 5, 111-23.
Dickinson, D., De Temple, J. M., & Hirschler, J. A., & Smith, M. W. (1992). Book reading with preschoolers: Coconstruction of text at home and at school. Early Childhood Research Quarterly, 7, 323-346.
East and West Book. (2007). 東西圖書。孩子應該從什麼時候開始以第二語言閱讀呢? [When should children start to engage in L2 reading?] A-HA! 雙語[A-HA! Bilingual],3,5.
Ehri, L. C., & Sweet, J. (1991). Fingerpoint-reading of memorized text: What enables beginners to process the print? Reading Research Quarterly, 26 (4), 442-462.
Ezell, H. K., & Justice, L. M. (2005). Shared storybook reading. Maryland: Paul H. Brookes Publishing Co., Inc.
Fan, M. M. (2003). 范滿妹。家庭幸福寶典之一: 親子共讀。[One of happiness family tool: Parents-children shared reading.]. 全國新書資訊月刊 [Chuan Kuo Hsin Shu Tzu Hsun Yuen Kan],58,10-11。
Fisher, B., & Medvic, E. F. (2000). Respectives on shared reading: Planning & practice. Portsmouth, NM: Heinemann.
Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25, 64-103.
Garton, A., & Pratt, C. (1989). Learning to be literate: The development of spoken and written language. Cambridge: Basil Blackwell.
Garton, A., & Pratt, C. (1998). Learning to be literate (2nd ed). Oxford: Basil Blackwell.
Graham, J. (1990). Pictures on the page. Sheffield, UK: National Association for the teaching of English.
Haden, C. A., Reese, E., & Fivush, R. (1996). Mothers’ extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse Process, 21, 135-169.
Hammett, L. A., Van Kleeck, A., & Huberty, C. (2003). Patterns of parents’ extratextual interactions during book sharing with preschool children: A cluster analysis study. Reading Research Quarterly, 38(4), 442-468.
Huang, J. C. (1997).黃瑞琴。幼兒讀寫萌發課程。[The course of emergent literacy
skills for young children.].台北:五南。[Wu-nan Book Inc., Taipei, Taiwan.].
Huang, N. Y., Lee, K. S.,& Wang, P. H. (1994). 黃迺毓,李坤珊,王碧華。童書非童書:給希望孩子看書的父母。[Not talking about picture books: For parents who want children to read.]. 台北:宇宙光。[Cosmic Light, Taipei, Taiwan.].
Jalongo, M. R. (1988). Young children and picture books: Literature from infancy to six. Washington, DC.
Jiménez, T. C., Filippini, A. L., & Gerber, M. M. (2006). Shared reading within Latino families: An analysis of reading interactions and language use. Bilingual Research Journal, 30(2), 431-452.
Justice, L. M., & Ezell, H. K. (2000). Enhancing children’s print and word awareness through home-based parent intervention. American Journal of Speech Language Pathologh, 9, 257-269.
Kaderavek, J. N., & Sulzby, E. (1998). Parent-child joint book reading: An observational protocol for young children. American Journal of Speech-Language Pathology, 7(1), 33-47.
Kertoy, M. K. (1994). Adult interactive strategies and the spontaneous comments of preschoolers during joint storybook readings. Journal of Research in Childhood Eudcation, 9(1), 58-67.
Ko, H. W. (1994). 柯華葳。從心理學觀點談兒童閱讀能力的培養。[The development of children’s reading ability from psychological perspective.]. 華文世界 [Chinese Language World],74,63-67.
Ku, C. Y. (2007). 顧景怡。學好英語,從家庭出發。[Learn English well from families.]. 天下雜誌,教出英語力。[Common Wealth Magazine, Having children with good English ability.].
Kung, Y. (2005). An action research of advancing parent-child reading in a kindergarten. Unpublished master’s thesis. National Pingutung University of Education, Pingtung, Taiwan.
Lee, L. C. (1992). 李連珠。早期閱讀發展釋疑之一:兼談家庭閱讀活動。[Reading of children’s books as the answer to questions in early reading development]. 國立臺中師範學院幼兒教育年刊 [National Tainan Teachers College], 5,109-126.
Lee, P. C. (2003).Research for the picture books of parents-children shared-reading events at kindergarten level. Unpublished master’s thesis. National Taitung University, Taitung, Taiwan.
Liang, Y. Y. (2008). 梁元媛。和小小孩一起踏出英文閱讀的第一步。[The first step toward English reading with children.]. A-HA!雙語,幼兒雙語教養資源誌[A-HA!Bilingual, Resource Magazine of Upbringing in Early Childhood Bilingual Language],1,26-27.
Liao, Y. C. (2000). 廖永靜。親子共讀的觀念與做法。[The notion and methods of
parents-children shared reading.]. 成人教育 [Adults Education],58,46-51。
Liao, Y. H. (2001). 廖玉蕙。好書不厭百回讀。[Good books are worth of reading several times.]. 林芝著。載於打開親子共讀的一扇窗.In Lin, C. (Ed.),Open a window for parents-children shared reading (pp.112-117).台北:幼獅文化。[Youth, Taipei, Taiwan.].
Lin, C. M. (1999a). 林真美。什麼是繪本。[What’s picture book?]. 載於林真美主編:在繪本花園裡-和孩子共享繪本的樂趣。In Lin, C. M. (Ed.), In picture book garden-enjoyment for shared picture book reading with children (pp.6-7).台北:遠流。[Yuan-Liou Publishing Co., Ltd., Taipei, Taiwan.].
Lin, L. (2001). 林良。要鼓勵更要努力。[Encouragements are needed and take a great effort.]. 林芝著。載於打開親子共讀的一扇窗頁. In Lin, C. (Ed.),Open a window for parents-children shared reading (pp.23-31).台北:幼獅文化。[Youth, Taipei, Taiwan.].
Lin, M. Y. (2000). 林敏宜。圖畫書的欣賞與應用。[The appreciation and the application of picture books.]. 台北:心理出版社。[Psychological Publishing Co., Ltd., Taipei, Taiwan.].
Liu, H. L. (2004). The research on promoting parents-children shared reading and children’s reading behaviors. National Taiwan Normal University, Taipei, Taiwan.
Liu, C. H., & Yeh, I. W. (2007). 劉佳蕙,葉奕緯。台南地區學前教育階段親子共讀現況調查研究。[The survey on parents-children shared reading on early childhood stage in Tainan.]. 幼教研究彙刊 [Journal of Early Childhood Education],1,83-100。
Many, J. E. (1989). Interactions about text and pictures: What can we learn from a shared reading. Reading Research and Instruction, 28(4), 48-59.
Martinez, M., & Roser, N. (1985). Read it again: The value of repeated readings during storytime. The Reading Teacher, 38, 782-786.
Maxwell, J. A. (2005). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage publications.
McDonald, L., & Pien, D. (1980). Mother conversational behaviour as a function of interactional intent. Child Language, 9, 337-358.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
Merriam, S. B., & Associates. (2002). Qualitative research in practice: Examples for discussion and analysis. San Francisco: Jossey-Bass Books.
Miller, P. J., Wiley, A. R., Fung, H., & Liangu, C. H. (1997). Personal storytelling as a medium of socialization in Chinese and American families. Child Development, 68(3), 557-568.
Morgan, A. (2005). Shared reading interactions between mothers and pre-school children: Case studies of three dyads form a disadvantaged community. Journal of Early Childhood Literacy, 5(3), 279-304.
Morrow, L. M. (1993). Literacy development in the early years: Helping children read and write (2nd ed.). MA: Ally & Bacon.
Natsiopoulou, T., Souliotis, M., & Kyridis, A. G. (2006). Narrating and reading folktales and picture books: Storytelling techniques and approaches with preschool children. ECRP: Early Childhood Research & Practice, 8(1).
Neuman, S. B. (1996). Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction. Early Childhood Research Quarterly, 11(4), 495-513.
Nunan, D. (1993). Introduction discourse analysis. London: Penguin Books.
Nuttall, C. (2005). Teaching reading skills in a foreign language. Oxford: Macmillan Education.
Pankey, J. C. (2000). The benefits of reading aloud to preschool children. Unpublished master’s thesis, Biola University, California, USA (ERIC Document Reproduction Service No. ED448 866).
Partridge, H. A. (2004). Helping parents make the most of shared book reading. Early Childhood Education Journal, 32(1), 25-30.
Phillips, L. B., & Twardosz, S. (2003). Group size and storybook reading: Two-year-old children’s verbal and nonverbal participation with books. Early Education & Development, 14(4), 444-478.
Reese, E., & Cox, A. (1999). Quality of adult book reading affects children’s emergent literacy. Developmental Psychology, 35(1), 20-28.
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Methodological issues in the content analysis of computer conference transcripts. International Journal of Artificial Intelligence in Education, 12(1), 8-22.
Saint-Laurent, L., & Giasson, J. (2005). Effects of a family literacy program adapting parental intervention to first graders’ evolution of reading and writing abilities. Journal of Early Childhood Literacy, 5(3), 253-278.
Scarborough, H., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.
Sénéchat, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460.
Shih, T. (2008).史恬。閱讀,是我和寶貝溝通的開始。[Reading serves as the communicative bridge for me and my children.]. A-HA!雙語,幼兒雙語教養資源誌[A-HA!Bilingual, Resource Magazine of Upbringing in Early Childhood Bilingual Language], 1, 16-19.
Sipe, L. R. (2000). The construction of literary understanding by first and second graders in oral response to picture storybook read-alouds. Reading Research Quarterly, 35(2), 252-275.
Snow, C. E. (1991). The theoretical basis for relationships between language and literacy development. Journal of Research in Childhood Education, 6(1), 5-10.
Tang, H. (2008). 唐鑫。學習,從閱讀開始。[Learning, begin with reading.]. 台北:宏道文化。[HongDao, Taipei, Taiwan.].
Tierney, R. J., & Readence, J. E., & Dishner, E. K. (1995). Reading strategies and practices: A compendium (4th ed). MA: Allyn & Bacon.
Trelease, J. (1995). The read-aloud handbook. New York: Penguin Books.
Tseng, Y. L. (2007). Home-based reading: A case study of using storybooks for EFL
reading growth. Unpublished master’s thesis. Tamkang University, Taipei,
Taiwan.
van Kleeck, A. (1990). Emergent literacy: Learning about print before learning to read. Topics in Language Disorders, 10(2), 25-45.
van Kraayenoord, C. E., & Paris, S. G. (1996). Story construction from a picture book: An assessment activity for young learners. Early Childhood Research Quarterly, 11, 41-61.
Wang, K. H. (2002). The research on the developmental process of little big ×picture book band. Unpublished master thesis. National Taiwan Normal University, Taipei, Taiwan.
Wang, P. T. (2006). 汪培珽。餵故事書長大的孩子。[Feed the children with stories.].台北:時報文化。[Readingtimes, Taipei, Taiwan.].
Wang, P. T. (2007). 汪培珽。培養孩子的英文耳朵。[Fostering children’s English
ears.]. 台北:時報文化。[Readingtimes, Taipei, Taiwan.].
Weaver, C. (1994). Reading process and practice. Portsmouth, NH: Heinemann. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy.
Child Development, 69, 848-872.
Yang, M. H. (2007). 楊茂秀。重要書在這裡!:楊茂秀的繪本美學。[Important books are here! Yang’s aesthetics on picture books.]. 台北:遠流。[Yuan-Liou Publishing Co., Ltd., Taipei, Taiwan.].
Yang, Y. T. (1994). The research of young children’s reading development. Unpublished master’s thesis. National Taiwan Normal University, Taipei, Taiwan.
Yu, Y. L. (2005). The interaction and response study of the process of parents-young children co-reading picture books-“the theme of the fear” as samples. Unpublished master’s thesis. National Chiayi University, Chiayi, Taiwan.
Zeece, P. D. (1997). Bringing books to life: Literature-based storytelling. Early Childhood Education Journal, 25(1), 39-43.

Picture Books:
Bagel. (2007). 藍屋的神秘禮物。[Blue bungalow.]. 台北:上誼文化。
Blake, J., & Scheffler, A. (1992). 我不知道我是誰。[Daley B.]. (郭恩惠譯, 1994)。台北:格林文化。
Cali, D., & Cantone, A. (2007). 無敵鐵媽媽。[I want a robot mummy.]. (黃聿君譯, 2007). 台北:格林文化。
Charles, F., & Terry, M. (1998). The selfish crocodile. London: Bloomsbury.
Cronin, D., & Lewin, B. (2000). Click, clack, moo cows that type. NY: Scholastic Inc.
Ets, M. H. (1983). 和我玩好嗎。[Play with me.]. (林真美譯, 1996)。Viking Penguin.
Feiffer, J. (1999). Bark, George. NY: Scholastic Inc.
Gray, K., & Milgrim, D. (2006). My mum goes to work. London: Hodder Children’s Books.
Heine, H. (1997). Friends. NY: Aladdin Paperbacks.
Jorgensen, R., & Henson, W. (2000). 和爸爸一起讀書。[Reading with dad.]. (柯華倩譯, 2004). 台北:維京國際股份有限公司。
Masurel, C., & Kolar, B. (2001). A cat and a dog. NY: North-South Books Inc.
McBratney, S., & Jeram, A. (2004). 你們都是我的最愛。[You’re all my favourites.]. (張杏如譯, 2004). 台北:上誼文化。
McBratney, S., & Jeram, A. (2006). Guess how much I love you. London: Walker Books Ltd.
Ryan, C. D., & Lobel, A. (1971). 討厭黑夜的席奶奶。[Hildilid’s night.]. (林良譯, 2007)。台北:遠流。
Sharratt, N. (1995). My mum and dad make me laugh. London: Walker Books Ltd.
Uchida, R., & Furiya, N. (1998). 好朋友出租。[Tomodachiya.]. (游珮芸譯, 2006). 台北:城邦文化。
Yolen, J., & Teague, M. (2000). How do dinosaurs say good night? NY: Scholastic Inc.
Zion, E., & Grahan. M. B. (1965). 哈利海邊歷險記。[Harry by the beach.]. (林真美譯, 1996)。台北:遠流。

Translations:
Mayer, R. E. (1973). 教育心理學-認知取向。(林清山譯) 。台北:遠流。
Miles, M. B., & Huberman, A. M. (2005). 質性研究資料分析。(張芬芬譯)。台北市:雙葉書廊。(原作 1994年出版)

Websites:
Armbruster, B. B. (2003). A Child Becomes a Reader Kindergarten through Grade 3. Retrieved March 1, 2008, from
http://www.nifl.gov/partnershipforreading/publications/html/parent_guides/k-3.html.
天下雜誌-親子童書電子報(2007)。卡住的閱讀!台灣十年,為何比不上香港四年?線上檢索日期: 2007/11/29。http://cwcrm.cw.com.tw/svr2/ Internet/kids/wmx_edmimage/166/edm_content.htm#read.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. Chin, R. C. (2000a). 金瑞芝。淺談親子共讀圖畫書。[A brief discussion on parents-children shared picture book reading.]. 幼教資訊 [Birdsfamily],110,29-31.
2. Chin, R. C. (2000a). 金瑞芝。淺談親子共讀圖畫書。[A brief discussion on parents-children shared picture book reading.]. 幼教資訊 [Birdsfamily],110,29-31.
3. Chung, P. L. (1999). 鍾屏蘭。如何輔導兒童寫閱讀心得報告。[How to guide children to write reflective reports of reading.]. 國教天地 [Kuo Chiao Tien Ti],136,10-15.
4. Chung, P. L. (1999). 鍾屏蘭。如何輔導兒童寫閱讀心得報告。[How to guide children to write reflective reports of reading.]. 國教天地 [Kuo Chiao Tien Ti],136,10-15.
5. Fan, M. M. (2003). 范滿妹。家庭幸福寶典之一: 親子共讀。[One of happiness family tool: Parents-children shared reading.]. 全國新書資訊月刊 [Chuan Kuo Hsin Shu Tzu Hsun Yuen Kan],58,10-11。
6. Fan, M. M. (2003). 范滿妹。家庭幸福寶典之一: 親子共讀。[One of happiness family tool: Parents-children shared reading.]. 全國新書資訊月刊 [Chuan Kuo Hsin Shu Tzu Hsun Yuen Kan],58,10-11。
7. Ko, H. W. (1994). 柯華葳。從心理學觀點談兒童閱讀能力的培養。[The development of children’s reading ability from psychological perspective.]. 華文世界 [Chinese Language World],74,63-67.
8. Ko, H. W. (1994). 柯華葳。從心理學觀點談兒童閱讀能力的培養。[The development of children’s reading ability from psychological perspective.]. 華文世界 [Chinese Language World],74,63-67.
9. Lee, L. C. (1992). 李連珠。早期閱讀發展釋疑之一:兼談家庭閱讀活動。[Reading of children’s books as the answer to questions in early reading development]. 國立臺中師範學院幼兒教育年刊 [National Tainan Teachers College], 5,109-126.
10. Lee, L. C. (1992). 李連珠。早期閱讀發展釋疑之一:兼談家庭閱讀活動。[Reading of children’s books as the answer to questions in early reading development]. 國立臺中師範學院幼兒教育年刊 [National Tainan Teachers College], 5,109-126.
11. Liu, C. H., & Yeh, I. W. (2007). 劉佳蕙,葉奕緯。台南地區學前教育階段親子共讀現況調查研究。[The survey on parents-children shared reading on early childhood stage in Tainan.]. 幼教研究彙刊 [Journal of Early Childhood Education],1,83-100。
12. Liu, C. H., & Yeh, I. W. (2007). 劉佳蕙,葉奕緯。台南地區學前教育階段親子共讀現況調查研究。[The survey on parents-children shared reading on early childhood stage in Tainan.]. 幼教研究彙刊 [Journal of Early Childhood Education],1,83-100。