| 摘要: | 本研究目的是以縱貫性的研究，追蹤並比較聽覺障礙與聽常兒童的閱讀發展，追蹤的時 間從學前大班到國小二年級，為期三年。本研究一方面探討聽障與聽常兒童學前親子共讀經 驗與讀寫萌發相關技能、入學後閱讀能力的關係，另一方面也比較兩個群體在親子共讀經 驗、閱讀萌發技能及入學後閱讀能力發展上的差異。 本研究的對象是40位聽力損失達25分貝（dB HL)以上的聽障兒童，以及其40位聽 力正常的同儕。聽力正常兒童的選取是從聽障兒童的同班同學中，選出年齡、智商及社經地 位相當者。第一年先蒐集學前大班聽障與聽常兒童的親子繪本共讀經驗，包括共讀的時間、 互動型態及父母語言促進技巧；以及其讀寫萌發相關技能，包括音韻能力、唸名速度、口語 能力、文字書本覺識能力、學前識字表現等。第二年則追蹤第一年研究對象在讀寫萌發技能 上的進展，並開始蒐集入學後的識字量及繪本閱讀理解。第三年的研究目的是追蹤研究對象 在小二的識字與閱讀能力，並針對閱讀困難的受試者，進行個案分析，提供家長及教師因應 策略，及早協助其克服閱讀困難。 資料分析方法是以積差相關探討各個重要變項之間的同時性相關及預測性相關，以了解 親子共讀經驗、讀寫萌發技能及入學後閱讀能力之間的關聯強度，接著以迴歸分析找出最能 預測閱讀能力的因子，再以t檢定、階層線性模式比較聽障學童與聽常學童的發展情形，作 為未來教學及研究上的參考。
The purpose of this study is to longitudinally examine, follow up and compare reading development between children with hearing impairment and those with normal hearing from kindergarten to 2nd grade elementary school for three years. This study will discuss on correlation and prediction of preschool parent-child reading experience between emergent literacy skills and reading abilities at elementary school, besides, this study will also discuss the difference between development of parent-child reading experience, emergent literacy skills and reading ability at elementary school of children with and without hearing impairment. The subjects will be 40 hearing children and 40 hearing impairment children whose hearing loss are more than 70 dB HL. Those hearing children will be selected from hearing impairment children’s classmates, who is at the same age with equal IQ and their socioeconomic status are fairly similar. For the first year, we will collect parent-child storybooks reading experience from both children with and without hearing impairment, which included their parent-child reading interaction type and facilitative language technique. Furthermore, we collected the related emergent literacy skills, which included phonological processing ability, rapid automatized naming, oral ability, print awareness and early word recognition. For second year, we followed the progress of emergent literacy skills of the subjects as well as started to observe their improvement on word recognition and storybooks reading ability. The purpose of the study in the third year is to follow word recognition and reading ability of the subjects, in addition, we implemented case analysis on some of the struggling readers to discover their difficulties, and provide copy strategies for their parents and teachers in order to assist those struggling readers to improve their reading ability at an early stage. The analysis of data was carried out by correlation to see if there is a significant correlation between parent-child reading experience, emergent literacy skills and post-school reading ability. The regression formula of possible influential factors in reading skills of the 2nd grade elementary school students was listed in the end of this study, and the most influential (powerful) factor was found as reference for future studies and teaching. |
