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研究生:李婕瑜
研究生(外文):LI, CHIEH-YU
論文名稱:對話式閱讀對提升發展性語言障礙兒童個人敘事能力之成效
論文名稱(外文):The Effect of Dialogic Reading on Improving Personal Narrative Abilities of Children With Developmental Language Disorder
指導教授:詹孟琦詹孟琦引用關係
指導教授(外文):ZHAN, MENG-QI
口試委員:田凱倩林珊如
口試委員(外文):TIEN, KAI-QIANLIN, SHAN-JU
口試日期:2023-12-22
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系特殊教育碩士在職專班
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2024
畢業學年度:112
語文別:中文
論文頁數:77
中文關鍵詞:對話式閱讀發展性語言障礙個人經驗敘事
外文關鍵詞:dialogic readingdevelopmental language disorderspersonal narrative
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本研究旨在探討對話式閱讀是否能提升發展性語言障礙兒童個人敘事能力的學習成效,研究方法採A–B–A'撤回設計,以三位分別就讀幼兒園普通班及國小一年級之發展性語言障礙兒童為研究對象,介入方式為對話式閱讀,引導兒童針對個人經驗進行敘述。本研究除蒐集各行為階段中,研究對象於本研究自編敘事能力評量表之得分變化,進行圖示與目視分析外,同時蒐集兒童敘事內容中平均相異詞彙量,以及平均語句長度之變化,並於研究結束後,以訪談方式了解兒童及其家長對於對話式閱讀之看法。本研究發現如下:1.對話式閱讀對提升發展性語言障礙兒童個人經驗敘事能力具有立即、類化效果,但不具有維持效果;且能提升平均相異詞彙量及平均語句長度。2.研究對象及其家長均表示在接受對話式閱讀後,能在生活對話中感受到個人經驗敘事能力的改善。
建議以對話式閱讀提升個人經驗敘事能力,宜使用兒童感興趣的繪本,同時依敘事狀況,適時地提供CROWD提示。
This study aimed to investigate the learning effectiveness of dialogic reading in enhancing the personal narrative skills of children with developmental language disorders. The research employed an A-B-A' withdrawal design and involved three children with developmental language disorders, two in regular kindergarten classes and one in the first grade of elementary school. The intervention method used was dialogic reading, which guided the children to narrate their personal experiences. In addition to collecting and visually analyzing the changes in scores on a self-developed narrative skills assessment scale at different phases of the study, the study also collected data on the average number of different words and mean length of utterances in the children's narratives. Interviews were conducted to understand the perspectives of the children and their parents regarding dialogic reading after the study. The results of this study were as follows: (a) dialogic reading had an immediate and generalizing effect on enhancing the personal narrative abilities of children with developmental language disorders, but did not have maintenance effect. Additionally, it increased the average number of different words and mean length of utterances; (b) both the research subjects and their parents reported experiencing improved in personal narrative abilities in everyday conversations after receiving dialogic reading. It was recommended to use dialogic reading to enhance personal narrative abilities, employing picture books that captivated children's interest. Simultaneously, timely CROWD prompts were provided based on the narrative context.
目錄
中文摘要……………………………………………………………i
英文摘要……………………………………………………………ii
目錄………………………………………………………………………iii
表目錄……………………………………………………………………v
圖目錄……………………………………………………………………vi
第一章 緒論……………………………………………………………………1
第一節 研究背景與動機……………………………………………1
第二節 研究目的與待答問題…………………………………3
第三節 名詞釋義…………………………………………………………3
第二章 文獻探討…………………………………………………………7
第一節 兒童敘事能力的發展與重要性………………7
第二節 發展性語言障礙兒童的敘事困難與介入………………14
第三章 研究方法………………………………………………………………………………25
第一節 研究設計………………………………………………………………………………25
第二節 研究參與者…………………………………………………………………………29
第三節 教學設計………………………………………………………………………………31
第四節 研究工具………………………………………………………………………………35
第五節 資料蒐集與分析………………………………………………………………37
第四章 研究結果與討論………………………………………………………………43
第一節 研究結果的量化分析……………………………………………………43
第二節 社會效度與教學觀察………………………………………………………51
第三節 綜合討論………………………………………………………………………………53
第五章 結論與建議…………………………………………………………………………57
第一節 研究結論………………………………………………………………………………57
第二節 建議………………………………………………………………………………………58
參考文獻…………………………………………………………………………………………………60
中文部分…………………………………………………………………………………………………60
英文部分…………………………………………………………………………………………………62
附錄
附錄一:自編敘事能力評量表………………………………………………………71
附錄二:教學一致性檢核表………………………………………………………72
附錄三:家長知情同意書………………………………………………………73
附錄四:錄音知情同意書………………………………………………………74
附錄五:對話式閱讀教學意見訪談(家長版)………………………………………………………75
附錄六:對話式閱讀教學意見訪談問卷(兒童版)………………………………………………………76
附錄七:對話式閱讀教學紀錄………………………………………………………77

表目錄
表1 學前兒童敘事發展階段………………………………………………………11
表2 文獻基本資料…………………………………………………………17
表3 敘事能力介入之分析…………………………………………………19
表4 研究參與者基本資料…………………………………………………30
表5 對話式閱讀介入期教學一致性信度…………………………………41
表6 個人經驗敘事評分者間一致性信度…………………………………42
表7 敘事平均語句長度評分者間一致性信度…………………………………42
表8 敘事相異詞彙量評分者間一致性信度…………………………………42
表9 研究參與者#1階段內目視分析結果摘要表…………………………………45
表10研究參與者#2階段內目視分析結果摘要表…………………………………46
表11研究參與者#3階段內目視分析結果摘要表…………………………………46
表12研究參與者#1階段間目視分析結果摘要表…………………………………48
表13研究參與者#2階段間目視分析結果摘要表…………………………………48
表14研究參與者#3階段間目視分析結果摘要表…………………………………49
表15研究參與者#1階段間相異詞彙量與平均語句長度變化摘要表…………………………………50
表16研究參與者#2階段間相異詞彙量與平均語句長度變化摘要表…………………………………50
表17研究參與者#3階段間相異詞彙量與平均語句長度變化摘要表…………………………………50

圖目錄
圖1 研究架構圖…………………………………25
圖2 對話式閱讀對三名研究參與者個人敘事能力成效之A–B–A'撤回設計…………………………………28
圖3 教學過程的座位與設備放置圖…………………………………32
圖4 對話式閱讀PEER技巧與CROWD提示流程…………………………………34
圖5 研究參與者#1敘事評量表總分之曲線圖…………………………………43
圖6 研究參與者#2敘事評量表總分之曲線圖…………………………………44
圖7 研究參與者#3敘事評量表總分之曲線圖…………………………………44
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