系統識別號 U0026-0102201016065900
論文名稱(中文) 親子共讀英語繪本之行動研究:家長英語繪本工作坊與在家實行幼兒親子共讀對英語學習之影響
論文名稱(英文) Action Research on EFL Parent-child Picture Book Reading: The Effects of a Parent Workshop and Home Reading Practices with Young Children
校院名稱 成功大學
系所名稱(中) 外國語文學系在職專班
系所名稱(英) Department of Foreign Languages & Literature (on the job class)
學年度 98
學期 1
出版年 99
研究生(中文) 張美陽
研究生(英文) Mei-Yang Chang
電子信箱 chermyc@seed.net.tw
學號 k2796102
學位類別 碩士
語文別 英文
論文頁數 162頁
口試委員 口試委員-劉繼仁
中文關鍵字 英語為外語  幼稚園  第一語和第二語  學齡前兒童  親子共讀 
英文關鍵字 EFL  Kindergarten  L1 and L2  Preschool children  Parent-child reading 
中文摘要 論文內容提要:
本研究包含量化和質性的研究,前者為大規模統計台南市十所幼兒園的家長(N = 807) 對於親子共讀中英文繪本的信念與實際做法;後者是五位家長參與英語繪本工作坊和她們在家對八位幼兒實行親子共讀英語繪本之紀錄。家長英語繪本工作坊包含兩部分:為期兩個月的先導研究和四個月的主要研究,分別包含五位家長和她們的八位幼兒。工作坊的進行方式是由研究者介紹並示範英語繪本的唸法和使用英語和孩子互動的技巧。家長相互練習後回家實施每週一至兩次的親子共讀英語繪本並做紀錄。一週後,家長於工作坊分享實施情形與問題並繼續學習。研究者根據實施前後問卷、家長學習心得紀錄表、家長實施親子共讀觀察紀錄單、幼兒單字前測及後測來分析家長與幼童的成長與改變。

1. 多數幼稚園家長的年齡介於31至40歲,且多數家長的學歷為大專。多數家長同意中/英文親子共讀對孩子的中/英文語言能力和親子關係有正面的影響。然而,比較中英文的結果發現,較多家長對英文持負面的意見:亦即唸英語繪本對孩子的英語能力和親子關係沒有幫助。
2. 家長實施親子共讀英語繪本遭遇的困難為不知如何選擇適合的書籍和缺乏閱讀相關技巧。參與家長英語繪本工作坊後,家長對於親子共讀英語繪本的困難度明顯降低。
3. 英語繪本工作坊對家長的英語學習和個人成長有正面的影響。家長反應工作坊提供機會讓她們學習並練習英語,並且她們從彼此間學習到教養孩子和學習英語的方法。此外,所有家長都表示實施親子英語繪本的能力因而增進。再者,家長實施親子共讀觀察紀錄單和問卷結果顯示親子共讀英語繪本能增進親子關係。

4. 親子共讀英語繪本對孩子的助益可由兩方面探討:孩子的學習興趣與動機以及英語能力的增進。家長表示,孩子的第二語學習興趣及動機顯著提升:較大孩子的口語能力進步最多,聽力、閱讀亦有進步。較小幼兒專注於繪本的時間增加。此外,他們能夠聽英文指令及指出家長說的插圖。再者,多數孩子的字彙成績均有明顯增進,意即親子共讀英語繪本有助於幼兒的單字學習。

英文摘要 Abstract

Parents, who lead their children to experience the world around them, are literally the first teachers of their children (Golinkoff & Hirsh-pasek, 1999). Most parents never learn how to teach their children the mother tongue, but somehow children manage to acquire L1 with apparent ease. The researcher hypothesized that if L2 acquisition began at home, it might be natural and perhaps successful, too, with the additional help of a parent picture book workshop device focused on getting acquainted with picture books and interactive skills with young children in L2. The purpose of this study was to examine the effectiveness of the L2 parent picture book workshop and their home practices with their children to facilitate the L2 learning of both the parents and their children.
This study was both quantitative and qualitative which included a large-scale survey on parent-child picture book reading for parents of kindergarteners in the Tainan City (N = 807) and an L2 picture book workshop with five parents and their home reading practices with their respective eight children. The survey was to identify parents’ opinions on the influence of reading L1 and L2 picture books to children and their real practices in promoting reading environment for their children. The parent workshop included a two-month pilot study and a four-month main study on two groups of people which both included five parents and their eight children respectively, in which target English picture books were introduced and modeled how to read to the parents, followed by reading practice in pairs with additional interactive skills they could use with their children. After the training session, the parents did parent-child book reading at home at least once or twice a week. After a week, the workshop training session continued with parents’ feedback on their home reading practices and more learning and practice. Pre-questionnaires and post-questionnaires on a four-point scale, session logs and parent logs, and open-ended questionnaires, children’s vocabulary pretest and posttest results were collected and analyzed to examine the changes of parents and children throughout the study.

The findings of this study are summarized as follows:

1. Most caretakers of kindergarteners in the survey were between the ages of 31 to 40, and most caretakers held college/university degrees. Most parents held positive attitudes about L1 and L2 parent-child reading, which would enhance children’s language ability and parent-child relationship. However, negative responses on the efficacy of L2 parent-child reading on children’s English ability and parent-child relationship were also found.
2. It was found that parents in the workshop encountered difficulties concerning choice of books and reading skills. As for the effectiveness of the workshop and parent-child reading at home, results showed a large decrease in difficultly among parents concerning parent-child L2 reading after the workshop.
3. The workshop had a positive impact on parental attitudes towards English learning and personal growth. Parents assessed themselves with improvement in English and in personal growth in terms of three aspects: the workshop offered them chances to learn and practice English; they learned from each other in educating children and English learning; and they showed willingness to propose questions and attempts to find solutions. In addition, all parents reported they gained abilities in doing L2 parent-child reading such as useful skills in interacting with their children in English and methods concerning English learning. Moreover, the results of parent logs and Post-QAO demonstrated improvement in parent-child relationship.
4. The effectiveness of the workshop and parent-child reading on children can be interpreted in two dimensions, i.e., children’s interest and motivation in L2 learning and improvement in English. It was found that children seemed more interested and motivated in L2 learning with their parent’s participation in the workshop and home practices of parent-child book reading. Parents reported the children in the older group improved most in speaking in L2 with some gains in listening and reading, whereas the children in the younger group lengthened their attention span in looking at picture books. In addition, they could also follow instructions and point to pictures named by the parents. Moreover, it was found that most children made significant progress in the target vocabulary listening and speaking tests, which meant L2 parent-child reading facilitated children’s L2 vocabulary acquisition.

The results showed that the difficulties parents encountered concerning books and reading skills in L2 parent-child reading could be overcome by the L2 parent picture book reading workshop and parent-child book reading at home. The workshop had a positive impact on parental attitudes towards English learning, personal growth, and their skills for doing L2 parent-child reading. Evidence of improvement in parent-child relationship was also found in parent logs. As for children, their L2 learning motivation, learning outcome and vocabulary increased. The implication of this study is to promote more workshops in L2 parent-child reading for assisting parents and children in the path of L2 learning.

Abstract (Chinese) i
Abstract (English) iii
Acknowledgements v
Table of Contents vi
List of Tables xii
List of Figures xiv

Background of the Study 1
Motivation 4
Purpose of the Study 8
Research Questions 9
Significance of the Study 11
Definition of Terms 13

Language Acquisition for Preschool Children 16
Advantages of Being Bilingual 17
Stages of Second Language Acquisition 18
Tabors’ Stages of Second Language Acquisition 18
Owen’s Stages of Development in Successive Bilingualism 20
Strategies to Facilitate Language Learning 21
Read-alouds and Parent-child Book Reading 25
Benefits of Reading Aloud to a Child 25
Functions of Read-alouds 28
Parent Involvement in Children’s Language Learning 29
Picture Books and Language Learning 32
Functions of Picture Books in Language Learning 32
Picture Book Types for Preschool Children 34
Techniques to Read with Preschool Children 35
Policies and Research on Parent-child Book Reading 37
Policies on L1 Parent-child Reading in Different Countries 37
Research Concerning EFL Parent-child Picture Book Reading in Taiwan 39
Summary 43
Overview of the Methodology 44
Survey 47
Pilot Study 48
Participants 48
Materials 50
Procedures 50
Data Collection 51
Findings of the Pilot Study 51
Main Study 52
Setting 53
Participants 53
Materials and Instruments 55
Reading Materials 56
Questionnaires 58
Session Logs and Parent Logs 58
Vocabulary Pretest and Posttest 59
Procedures 61
Data Analysis 65
The Summary of the Study Design 66
Overview 69
1. The Results of Survey on Parents’ of Kindergarteners Beliefs and Real Practices in L1 and L2 Parent-child Picture Book Reading
RQ 1-A 71
RQ 1-B 73
RQ 1-C 74
RQ 1-D 75
2. The Difficulties Parents of the L2 Parent-child Picture Book Reading Workshop Encounter and the Overall Effects of the Workshop and Home Reading Practices

RQ 2-A 78
RQ 2-B 81
3. Parents’ Responses to the Workshop and their Home Reading Practices 85
RQ 3-A 85
RQ 3-B 94
RQ 3-C 97
4. Children’s Responses on Parent-child Home Reading Practices 100
RQ 4-A 100
RQ 4-B 108
Discussion 110

Summary of the Major Findings 114
Discussion 116
Limitation of the Study 118
Suggestions 120
Suggestions for Practice 120
For Teacher Facilitators 120
For Parents 121
For English Teachers or Principals of Kindergartens and Elementary Schools
For Educational Authorities and Government Decision- makers
Suggestions for Future Studies 125


APPENDIX A: Participant Consent Form for Main Study 142
APPENDIX B: Survey Questionnaire (SQ) 143
APPENDIX C: Workshop Orientation for Pilot Study 145
APPENDIX D: Pre-questionnaire and Post-Questionnaire for Pilot Study 146
APPENDIX E: Workshop Plan for Pilot Study 147
APPENDIX F: Session Log and Parent Log Form for Pilot Study 148
APPENDIX G: Workshop Orientation for Main Study 149
APPENDIX H: Pre-QC and Post-QC for Main Study 150
APPENDIX I: Post-QAM for Main Study 152
APPENDIX J: Post-QAO for Main Study 154
APPENDIX K: Session Log and Parent Log Form for Main Study 156
APPENDIX L: Vocabulary Pretest and Posttest for Main Study 157
APPENDIX M: Participants’ Demographic Information for Main Study 159
APPENDIX N: Session Plans for Main Study 160


Table Page
2.1 The Five Methods of Language Learning 23
2.2 Supplementary Strategies Applied in the Workshop 24
2.3 Research Concerning EFL Parent-child Picture Book Reading in Taiwan 42
3.1 Information of the Ten Kindergartens in the Tainan City Participated in the Survey 48
3.2 Parents’ and Children’s Demographic Information in the Pilot Study 49
3.3 Parents’ and Children’s Demographic Information in the Main Study 55
3.4 Picture Books for Main Study 57
3.5 Instructions of Giving a Vocabulary Pretest and Posttest 60
3.6 Coding System for Qualitative Data Analysis 66
3.7 Summary of the Study Design 67
4.1 Main Caretakers’ Age Distribution in the Survey 72
4.2 Main Caretakers’ Educational Background in the Survey 72
4.3 Parents’ Perception on the Influence of Reading L1 and L2 Picture Books to Children

Table Page
4.4 Parents Reading L1/L2 Picture Books to Children and L1/L2 Picture Book Display at Home
4.5 Parents’ Self-estimated Capabilities of Doing L2 Parent-child Picture Book Reading for the Survey Items 1-5
4.6 Parents’ Self-estimated Capabilities of Doing L2 Parent-child Picture Book Reading for the Survey Items 6-15
4.7 The Mean Values of Pre-QC in Main Study 80
4.8 The Mean Values of Pre-QC and Post-QC in Main Study Items 1-5 82
4.9 The Mean Values of Pre-QC and Post-QC in Main Study Items 6-15 84
4.10 The Mean Values of Post-QAM (1) Items 1-13 86
4.11 The Results of Post-QAO (1) Items 1-3 93
4.12 The Mean Values of Post-QAM (2) Items 14-16 94
4.13 The Results of Post-QAO (2) Items 4 and 5 99
4.14 The Mean Values of Post-QAM (3) Items 17-25 101
4.15 The Results of Post-QAO (3) Items 6 and 7 107
4.16 The Results of Children’s Vocabulary Pretest and Posttest 109


Figure Page
1.1 The Structure of the Research 6
1.2 Pitcher’s Model of SoMIRAC Parent Book Clubs 7
1.3 The L2 Parent Workshop Model in this Study 8
2.1 Tabors’ Stages of Second Language Acquisition 20
2.2 Owen’s Stage of Development in Successive Bilingualism 21
2.3 The Reading Cycle (Chambers, 1991) 30
3.1 The Framework of the Research 46
3.2 Parents’ Self-estimated Capabilities in L2 Parent-child Book Reading before and after the Workshop in Pilot Study
3.3 Structure of the Research Procedure 64
4.1 The Structure of the Data Analysis 70
4.2 Scale of Parents’ Capabilities in Doing L2 Parent-child Book Reading before and after the Workshop in Main Study
4.3 A Comparison Chart of Children’s Vocabulary Listening and
Speaking Pretest and Posttest

Adams, M. J. (1990). Beginning to read. Cambridge: MIT Press.
Attenborough, L. (2004). Big plans for small talk. Literacy Today, 40, 7.
Baker, I. (2005). What makes a great children’s book? Scholastic Parent & Child, 13(1), 56-57.
Beall, P. C., & Nipp, S. H. (1977). Wee Sing children’s songs and fingerplays. East Rutherford, NJ: Price Stern Sloan Inc.
Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55(1), 10-20.
Blondin, C., Candelier, M., Edelenbos, P., Johnstone, R., Kubanek-German, A., & Taeschner, T. (1998). Foreign languages in primary and preschool education: context and outcomes. A review of research within the European Union. London: CILT.
Britto, P. R., Brooks-Gunn, J., & Griffin, T. M. (2006). Maternal reading and teaching pattern: Associations with school readiness in low-income African American families. Reading Research Quarterly, 41, 68-89.
Brown, M. W. (1947). Goodnight moon. New York: Harper & Row, Publishers, Inc.
Bus, A. G., & Van IJzendoorn, M. H. (1995). Mother reading to their 3-year-olds: The role of mother-child attachment security in becoming literate. Reading Research Quarterly, 30(4), 998-1015.
Canizares, S. (2002). How do I boost my child’s pre-reading skills? Scholastic Parent & Child,10(1), 35-37.
Carle, E. (1969). The very hungry caterpillar. New York: The World Publishing Company.
Carle, E. (1992) Does a kangaroo have a mother, too? New York: Scholastic Inc.
Carter, E. R., Chard, D. J., & Pool, D. R. (2009). A family strengths approach to early language and literacy development. Early Childhood Educational Journal, 36, 519-526.
Carter, R., & McRae, J. (Eds.) (1996). Language, literature and the learner. Harlow: Addison Wesley Longman.
Chambers, A. (1991). The reading environment. Woodchester: Thimble Press.
Chen, Yu-xi. (2005). Action Research on EFL Parent-child Co-learning through Children's Picture Storybooks. Unpublished master’s thesis, National Taichung University, Taichung, Taiwan.
Child Welfare League Foundation, ROC. (2002). The report of investigation on
preschool children’ s English learning in Taiwan. Retrieved April 26, 2008,
Collie, J., & Slater, S. (1987). Literature in the language classroom. Cambridge: Cambridge University Press.
Collins, M. F. (2005). ESL preschoolers’ English vocabulary acquisition from picture book reading. Reading Research Quarterly, 40(4), 406-408.
Colorado State Department of Education. (2001). Reading tips for parents. Retrieved August 12, 2008, from
Complementary methods for research in education (pp.187-210). Washington,
DC: American Educational Research Education.
Cousins, L. (1999). Maisy’s bedtime. Cambridge: Candlewick Press.
Crew, D. (1978). Freight train. New York: Scholastic Inc.
Christian, K., Morrison, F. J., & Bryant, F. B. (1998). Predicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments. Early Childhood Research Quarterly, 13(3), 501-521.
Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Applied Developmental Psychology, 27, 31-41.
DeJong, M. T., & Bus, A. G. (2002). Quality of book-reading matters for emergent readers: An experiment with the same book in regular and electric format. Journal of Educational Psychology, 94, 145-155.
Dodd, B., & Carr, A. (2003). Young children’s letter-sound knowledge. Language, Speech and Hearing Services in Schools, 34(2), 128-137.
Dougherty, D. (1999). How to talk to your baby. New York: Avery Penguin Putnam Inc.
Edelenbos, P., & de Jong, J. H. A. L. (2004). Teaching foreign languages in the Netherlands: A situational sketch. Enschede: NsB-MVT.
Edelenbos, P., Johnstone, J., & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners: Languages for the children of Europe. European Commission.
Elly, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187.
Ferriro, E., & Taberoski, A. (1982). Literacy before schooling. Portsmouth, NH: Heinemann Educational Books Inc.
Fox, M. (2001). Reading magic: Why reading aloud to our children will change their lives forever. San Diego: Harcourt, Inc.
Genishi, C. (1988). Young children’s oral language development. Retrieved January 21, 2009 from http://www.comeunity.com/disability/speech/young-children.html
Golinkoff, R. M., & Hirsh-pasek, K. (1999). How babies talk: The magic and mysteries of language in the first three years of life. New York: Plume.
Gomi, T. (1984). The crocodile and the dentist. New York: Scholastic Inc.
Griva, E., & Sivropoulou, R. (2009). Implementation and evaluation of an early foreign language learning project in kindergarten. Early Childhood Education Journal, 37, 79-87.
Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90.
Hill, J. (1994). Using literature in language teaching. London: Macmillan.
Honig, A. S. (2007). Choosing great books for babies. Early Childhood Today, 21(4), 24-25.
Hsu, S. M. (2005). Applying multiple intelligence theory to teach English children's picture books for young EFL learners: An action research project in a Taipei elementary school. Unpublished master’s thesis, National Taipei University of Education, Taipei, Taiwan.
Hsueh, H. Y. (2007). Relationships between picture book reading instruction and English learning motivation for elementary school EFL students. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Huck, C. S., Helper, S., & Hickman, J. (1989). Children’s literature in the elementary classroom (4th ed.) Fort Worth, TX: Harcourt Brace Jovanovich.
Hulit, L. M., & Howard, M. R. (2006). Born to talk: An introduction to speech and language development (4th ed.). Boston: Pearson Education Inc.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
Justice, L. M., & Ezell, H. M. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17-29.
Kaderavek, J., & Justice, L. M. (2002). Shared storybook reading as an intervention context: Practices and potential pitfalls. American Journal of Speech-Language Pathology, 11, 395-405.
Kalia, V. (2007). Assessing the role of book reading practices in Indian bilingual children’s English language and literacy development. Early Childhood Education Journal, 35(2), 149-153.
Karrass, J., & Braungart-Rieker, J. M. (2005). Effects of shared parent-infant book reading on early language acquisition. Applied Developmental Psychology, 26, 133-148.
King, K., & Mackey, A. (2007). The bilingual edge: Why, when, and how to teach your child a second language. New York: HarperCollins Publishers.
Kontos, S., & Wells, W. (1986). What preschool children know about reading and how they learn it. Young Children, 42(1), 58-66.
Laser, G. (1993). Literature and language teaching. Cambridge: Cambridge University Press.
Lenneberg, E. H. (1967). Biological foundations of language. New York: Wiley.
Martin, Jr. B. (1992). Brown bear, brown bear, what do you see? New York: Henry Holt and Company.
Massey, S. L. (2004). Teacher-child conversation in the preschool classroom. Early Childhood Education Journal, 31(4), 227-231.
McGee, L. M., & Schickedanz, J. A. (2007) Repeated interactive read-alouds in preschool and kindergarten. The Reading Teacher, 60(8), 742-751.
Miller, S. A. (2001). Listen to this! Early Childhood Today, 16(2), 32-33
Mills, G. O. (2000). Action research: A guide for the teacher researcher. New Jersey: Merril.
National Literacy Trust (2003). Talk to your baby: Quick tips. Retrieved April 25, 2008, from http://www.literacytrust.org.uk/talktoyourbaby/quicktips.html
Neuman, S. (1996). Children engage in storybook reading: The influence of access to print resources, opportunity and parental interaction. Early Childhood Research Quarterly, 11, 495-513.
Neuman S. B., & Wright, T. S. (2007). A parent’s guide to reading with your young child. New York: Scholastic Inc.
New York Public Library. (n.d.) 100 picture books everyone should know: Electronic references. Retrieved April, 25, 2008, from
Numeroff, L. J. (1985). If you give a mouse a cookie. New York: Scholastic Inc.
Owen, R. (2008). Language development: An introduction (6th ed.). Boston: Allyn & Bacon.
Partridge, H. A. (2004). Helping the most of shared book reading. Early Childhood Education Journal 32(1), 25-30.
Pentimonti, J. M., & Justice, L. M. (2009). Teachers’ use of scaffolding strategies during read alouds in the preschool classroom. Early Childhood Education Journal, 8, DOI 10.1007/s10643-009-0348-6.
Pinter, A. (2006). Teaching young language learners. Oxford, New York: Oxford University Press.
Pitcher, S. (2000). SoMIRAC Parent Book Clubs. Retrieved March, 22, 2008, from http://pages.towson.edu/spitcher/Parent%20Book%20Club%20Program.pdf
Popham, W. J. (1995). Classroom assessment: What teachers need to know (2nd ed.) MA: Allyn & Bacon.
Price, L. H., van Kleeck, A., & Huberty, C. J. (2009). Talking during book sharing between parents and preschool children: A comparison between storybook and expository book conditions. Reading Research Quarterly, 44, 171-194.
Rathmann, P. (1994). Goodnight gorilla. New York: Scholastic Inc.
Reese, E., & Cox, A. (1999). Quality of adult book reading affects children’s emergent literacy. Developmental Psychology, 35, 20-28.
Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergarteners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54-64.
Roep, N. (2002). Kisses. New York: Scholastic Inc.
Rhodes, L. K. (1981). I can read! Predictable books as resources for reading and writing instruction. The Reading Teacher, 34, 511-517.
Santoro, L. E., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the very most of classroom read-alouds to promote comprehension and vocabulary. The Reading Teacher, 61(5), 396-408.
Savvidou, C. (2004). An integrated approach to teaching literature in the EFL classroom. The Internet TESL Journal, 10(12). Retrieved July 12, 2009 from http://iteslj.org/Techniques/Savvidou-Literature.html
Schickendanz, J. A. (1999). Much more than the ABCs: The early stages of reading and writing. Washington DC: National Association for the Education of Young Children.
Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to children. New York: Longman Inc.
Senechal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360-374.
Senechal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24, 123-138.
Silvern, S. (1985). Parent involvement and reading achievement: A review of research an implications for practice. Childhood Education, 62(1), 44-50.
Snow, C. E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53(2), 165-187.
Stadler, M. A., & Ward, G. C. (2005). Supporting the narrative development of young children. Early Childhood Education Journal, 33(2), 73-80.
Stoltz, B. M., & Fischel, J. E. (2003). Evidence for different parent-child strategies while reading. Journal of Research in Reading, 26(3), 287-294.
Taback, S. (1997). There was an old lady who swallowed a fly. New York: Scholastic Inc.
Tabors, P. O. (1997/2002). One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore: Paul H. Brooks.
Tomlinson, C. M., & Lynch-Brown, C. (1996, 1993). Essentials of Children’s Literature (2nd ed.). M.A.: Allyn &Bacon.
Trelease, J. (1995). The read-aloud handbook (4th ed.). New York: Penguin Books USA Inc.
van Kleeck, A., Vander Woude, J., & Hammett, L. (2006). Fostering literal and inferential language skills in Head Start preschoolers with language impairment using scripted book-sharing discussions. American Journal of Speech-Language Pathology, 15(1), 85-95.
Walsh, B, A., & Blewitt, P. (2006). The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers. Early Childhood Educational Journal, 33, 273-278.
Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006b). Mothers’ literacy beliefs: Connections with the home literacy development. Journal of Early Childhood Literacy, 6, 191-211.
White, E. B. (1952). Charlott’s web. New York: HarperCollins Publishers.
Whitehurst, G. J. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4) 552-559.
Whitehurst, G. J., Crone, D. A., Zevnbergen, A. A., Schultz, M. D., Velting, O. N., & Fischel, J. E. (1999). Outcomes of an emergent literacy intervention from Head Start through second grade. Journal of Educational Psychology, 91, 261-272.
Wikipedia. (2009). EFL. Retrieved August 15, 2009, from http://en.wikipedia.org/wiki/EFL
Wikipedia. (2009). L1. Retrieved August 15, 2009, from http://en.wikipedia.org/wiki/L1
Wikipedia. (2009). L2. Retrieved August 15, 2009, from http://en.wikipedia.org/wiki/L2
Wikipedia. (2009). Picture book. Retrieved August 15, 2009, from http://en.wikipedia.org/wiki/Picture_book
Wikipedia. (2009). Preschool. Retrieved August 15, 2009, from http://en.wikipedia.org/wiki/Preschool
Wikipedia. (2009). Workshop. Retrieved August 15, 2009, from http://en.wikipedia.org/wiki/Workshop
Williams, L. (1986). The little old lady who was not afraid of anything. New York: HarperCollins Publishers.
Wolcott, H. F. (1988). Ethnographic research in education. In R. M. Jaeger (Ed.), Complementary methods for research in education (pp. 187-210). Washington, DC: American Educational Research Association.
Wu, C. F. (2005). Effects of picture books instruction in elementary school English remedial program. Unpublished master’s thesis, National Taipei University of Education, Taipei, Taiwan.
Yeh, C. Y. (2006). An experimental research on using picture books in a second grade EFL classroom. Unpublished master’s thesis, Dayeh University, Changhua, Taiwan.
Yolan, J. (2000). How do dinosaurs say goodnight? New York: Scholastic Inc.
Chang, X. J. (張湘君) (2000)。公共圖書館如何提供俾利台灣少年兒童英語學習之服務探討。台北市立圖書館館訊,16卷4期。
Chang, X. J. (張湘君) (2005)。我說A你說APPLE。台北:高富國際文化股份有限公司。
He, Q. Y. (何琦瑜)(編)(2008)。親子天下:兒童學英語關鍵100問。台北:天下雜誌。
Li, X. H. (李賢華) (2002)。為什麼要 [親子共學] 英文?親子共學英文父母手冊,23-25。台北:教育部。
Li, Y. (李櫻) (2004)。從國內的英語環境談當今幼兒英語的亂象。載於幼兒英語政策說帖 (二)。教育部。網址 http://www.ece.moe.edu.tw/document/earleng2.pdf
Liao, B. S. (廖伯森) (2009,4月)。破除幼兒學英語的迷思。敦煌英語教學電子雜誌6周年特刊。11-13。
Lin, P. R. (林佩蓉) (2004)。上全英語幼兒園要付多少代價?載於幼兒英語政策說帖 (二) 教育部。網址 http://www.ece.moe.edu.tw/document/earleng2.pdf
Lin, W. X. (林武憲) (2002)。大手牽小手,學習齊步走。親子共讀,齊步學習:九十一年度親子共學季圖書學習運用研習會專輯。台北:國家圖書館。
Tsai, X. S. (蔡孝穗) (2003)。以英文童書帶領親子共學英語之歷程研究。國立台北師範學院兒童英語教育研究所碩士論文。
Wang, P. R., & He, M. X. (王派仁、何美雪) (2008)。語言可以這樣玩:兒童語言發展遊戲與活動。台北:心理出版社。
Wang, L. N. (王麗娜) (2004)。社教機構舉辦「親子共學英語計畫」之成效研究:以臺北市立圖書館親親分館為例。國立台北師範學院教育政策與管理研究所碩士論文。
Wang, P. T. (汪培廷) (2007)。培養孩子的英文耳朵。台北:時報文化。
Wang, S. Y. (王淑儀) (2009)。幫助孩子學好英語,就是這麼easy。敦煌英語教學電子雜誌6周年特刊。台北:敦煌書局。
Wu, M. E., & Chen, H, M (吳敏而、陳鴻銘) (2002)。可預測讀物與幼兒閱讀發展。親子共讀,齊步學習:九十一年度親子共學季圖書學習運用研習會專輯。台北:國家圖書館。
Zheng, X. M. (鄭雪玫) (2002)。親子共學季:談圖書館與兒童閱讀。親子共讀,齊步學習:九十一年度親子共學季圖書學習運用研習會專輯。台北:國家圖書館。
Zhao, H. M. (趙惠美) (2004)。親子共學美語圖畫書運用之行動研究。國立台灣師範大學人類發展與家庭研究所碩士論文。
Zhou, Z. T. (周中天) (2009,4月)。英語教學應回歸正途。敦煌英語教學電子雜誌6周年特刊。4-6。

  • 同意授權校內瀏覽/列印電子全文服務,於2015-02-03起公開。
  • 同意授權校外瀏覽/列印電子全文服務,於2015-02-03起公開。

  • 如您有疑問,請聯絡圖書館