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系統識別號 U0026-2808201721450000
論文名稱(中文) 遲緩與正常發展幼兒繪本共讀狀況之調查
論文名稱(英文) Shared Book Reading in Young Children with Developmental Delay and Typical Development
校院名稱 成功大學
系所名稱(中) 職能治療學系
系所名稱(英) Department of Occupational Therapy
學年度 105
學期 2
出版年 106
研究生(中文) 王歆瑜
研究生(英文) Hsin-Yu Wang
學號 T76041047
學位類別 碩士
語文別 英文
論文頁數 50頁
口試委員 指導教授-黃雅淑
口試委員-林玲伊
口試委員-黃美智
口試委員-徐庭蘭
中文關鍵字 親子共讀  對話式共讀  發展遲緩兒童  正常發展兒童 
英文關鍵字 reading activity  Dialogic reading  Developmental delay  Typical development 
學科別分類
中文摘要 過去研究發現親子共讀可促進正常與特殊兒童的語言及認知表現,因此國內、外政府都極力推廣兒童的親子共讀活動。然而,親子共讀是否已落實於發展遲緩幼兒家庭卻鮮少有研究進行探討。另一方面,過去探討母親共讀行為研究多以正常發展兒童為主要對象,鮮少討論發展遲緩兒童母親的共讀行為表現。因此,本研究的目的如下:(一)、瞭解和比較正常和發展遲緩兒童家庭共讀的情況,(二)、以對話式共讀模式去分析和比較正常和發展遲緩兒童母親的共讀行為,(三)、瞭解影響正常和發展遲緩兒童家庭共讀狀況和母親共讀行為的因子。共有24位發展遲緩兒童(平均年齡28個月)和61位正常發展兒童(平均年齡21.4個月)參加本研究。研究者採用嬰幼兒綜合發展測驗的語言分測驗評估兒童的語言能力,同時請母親填寫語言問卷和基本資料。之後,側錄受試兒童及母親的共讀狀況,研究者由影片親子的互動和對話,依據自行設計的對話式共讀檢核表記錄母親的共讀技巧。研究結果使用描述性統計呈現兒童在家的親子共讀現況,並以迴歸分析比較遲緩及正常兒童的共讀情況和母親共讀使用技巧的差異。另採用相關法去檢驗各因子對兒童的共讀情況和母親共讀技巧使用的影響。
研究結果發現遲緩兒童除了開始共讀的年齡明顯晚於正常發展兒童(p=.004)外,其有共讀習慣的比例亦顯著較低(p = .003),並且家中兒童繪本數量也顯著少於正常發展兒童(p < .001)。在正常發展組,兒童的生理年齡和共讀習慣、每次共讀的時間和家中書籍數量有顯著相關。若有閱讀兒童教養書籍習慣之母親,其家中兒童繪本數量也越多。在遲緩組,兒童的生理年齡與家庭社經地位則和其開始共讀的年齡有顯著相關; 當兒童家庭社經地位分數越高,其開始共讀的年齡越小。另一方面,研究發現雖然遲緩與正常兒童母親共讀時使用技巧的總數目無顯著差異,但遲緩兒童母親使用「指認與命名」技巧的數目顯著高於正常發展兒童(p=.002); 而共讀時使用「讚美與鼓勵」技巧的母親比例則低於正常發展兒童,但為趨近統計差異(p=.065)。在正常組,母親共讀頻率和其技巧使用數目最為相關,顯示母親共讀頻率越高,越能展現較多的技巧次數。在遲緩組,影響母親技巧使用多寡則有兒童生理和語言發展年齡、母親教育程度(p<.05)。
總結以上結果,遲緩兒童共讀活動的普及性仍低於正常發展兒童,因此,針對遲緩或高風險兒童家庭有必要持續推廣共讀活動。另外,研究發現正常或遲緩兒童母親共讀時使用技巧的偏好相似,大部分兒童母親在10項技巧中,偏重使用「指認與命名」、「提問」與「將繪本內容連結到兒童的生活經驗」此3項技巧,然而有5項對話式共讀技巧在本研究中少被使用,顯示高品質技巧仍未被廣泛使用於3歲前兒童。未來針對3歲前兒童的共讀介入或促進計畫,可加強這些技巧的使用,提升母親共讀技巧使用的多樣性。

英文摘要 A large body of research has shown that shared reading can promote language and cognitive development of children. However, the prevalence of the shared reading activity in young children with typical development (TD) and developmental delay (DD) was still unknown. In addition, few studies have investigated maternal behaviors during shared reading with children with developmental delay. Therefore, the aims of this study were to compare the prevalence of shared reading activities in young children with TD and DD and to analyze the reading behavior of their mothers in shared reading activity based on a model proposed by Whitehurst. Besides, we would like to identify which factors were related to the quantity of shared reading and maternal reading behavior in both groups of children. Children aged from 8-36 months were recruited, 61 for children with TD and 24 for children with DD. The demographic questionnaire was provided before the assessment, and the language development of children was assessed by the language subtest of the Comprehensive Developmental Inventory for Infants and Toddlers (CDIIT). The interaction between mothers and their child during shared reading was videotaped and maternal behaviors were coded using a self-designed dialogic reading evaluation form. The multiple regression and the logistic regression were used to test the difference in reading activities at home and maternal reading behaviors between the two groups. Additionally, the Pearson’s correlation coefficient and Spearman’s rank correlation coefficient were used to analyze the relationships between demographic factors and the reading activities as well as maternal reading behaviors.
The results indicated that after controlling for child’s age and maternal educational level, the age at the beginning of shared reading in children with DD was older than that of children with TD (p=.004). Children with DD were less likely to have shared reading routine at home (p = .003), and the amount of children’s books at home was significantly fewer than children with TD (p < .001). In addition, the results of correlation revealed that in the TD group, child’s age was significantly related to the length of time spent in per reading, reading routine in the past month, and the amount of children’s book at home, in contrast, a significant correlation with the age reported initiated reading was child’s age and family SES in the DD group. In addition, group was not a predictor for the total number of DR strategies used by mothers in shared reading, but there was a significant difference in the amount of the strategy of “naming and pointing” (p=.002) used by mothers between the two groups. Besides, the result of chi-square method indicated that the proportion of mothers of the DD group tended to be lower than the TD group using the strategy of “praise and encourage” (p=.065). The result of linear regression analysis indicated that mother-child reading frequency was significantly contributed to the total used number of strategies (p=.031) in the TD group. In the DD group, child’s age and language developmental age, and maternal educational level were significantly correlated with the total number of strategies.
The present study demonstrated that it was important to propagandize the benefits of shared reading to parents of children with DD and support them to maintain the reading routine at home. In addition, of 10 DR strategies, the strategies, “pointing and naming”, “asking questions” and “connect the story with children’s own experiences” were often used by mothers; however, other 5 strategies were less frequently used by them in shared reading. Therefore, when and how to use those strategies in shared reading may need to be particularly emphasized to parents of children aged below 3 years old in the future shared reading promotion program.


論文目次 Chapter 1 Introduction....................................1
1.1 Background............................................1
1.2. Purposes.............................................4
1.3. Research hypotheses..................................4
Chapter 2 Literature Review...............................6
2.1 Children with Developmental Delay.....................6
2.2 Parent-child Book sharing.............................6
2.2.1 Definition..........................................6
2.2.2 Theoretical basis...................................7
2.2.3 The influence of parent-child book reading on child development...............................................9
2.3 Dialogic Reading.....................................10
2.3.1 Strategies of dialogic reading.....................10
2.3.2 Evidence base of dialogic reading..................12
2.4. Parent-child shared reading activities..............13
2.4.1. Popularity........................................13
2.4.2. Factors associated with the popularity of shared reading activities.......................................14
2.5. Maternal reading behavior in shared reading.........15
2.5.1. Maternal reading behaviors........................15
2.5.2. Dialogic reading strategies used by parents in shared reading...........................................15
2.5.3. Factors associated with parents reading behavior..16
Chapter 3 Method.........................................18
3.1 Participants.........................................18
3.2 Measures.............................................18
3.2.1 Demographic questionnaire..........................18
3.2.2 Shared Book Reading Assessment.....................19
3.2.3 Dialogic Reading Evaluation Form...................20
3.2.4 Comprehensive Developmental Inventory for Infants and Toddlers (CDIIT).........................................21
3.3 Data analysis........................................22
3.4. Procedure...........................................22
Chapter 4 Results........................................24
4.1 Characteristics of participants......................24
4.2. Reading activities of developmentally typical and delayed children.........................................25
4.3 Factors associated with reading activity.............26
4.4 Maternal reading behaviors...........................27
4.4.1. Maternal reading experiences with her child.......27
4.5 Factors associated with maternal reading behaviors...28
Chapter 5 Discussion.....................................30
5.1 Reading activities of developmentally typical and delayed children.........................................30
5.2 Maternal reading behaviors...........................32
5.3 Limitations..........................................34
Chapter 6 Conclusion.....................................35
References...............................................36
Figure 1. The Population of Mothers in the Usage of Each DR Strategy.................................................41
Figure 2. The Proportion of Each DR Strategy Used in Shared Reading .................................................42
Table 1. Characteristics of Developmentally Typical and Delayed Children.........................................43
Table 2. Characteristics of the TD and DD Subgroups Enrolled in the Analysis of Maternal Reading Behaviors...44
Table 3. Shared Reading Activities and Environment at Home in Children with TD and DD...............................45
Table 4. Correlates of Shared Reading in Children with TD.46
Table 5. Correlates of Shared Reading in Children with DD.47
Table 6. Maternal Shared Reading Experiences in TD and DD Children Enrolled in the Analysis of Maternal Reading Behaviors.................................................48
Table 7. DR Strategies Used by Mother in Shared Reading...49
Table 8. Correlates of Maternal Reading Behaviors in Children with TD..........................................50
Table 9. Correlates of Maternal Reading Behaviors in Children with DD..........................................50


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