| dc.contributor.advisor | 蔡介立 | zh_TW |
| dc.contributor.author (Authors) | 張雅嵐 | zh_TW |
| dc.creator (作者) | 張雅嵐 | zh_TW |
| dc.date (日期) | 2010 | en_US |
| dc.date.accessioned | 5-Oct-2011 14:54:13 (UTC+8) | - |
| dc.date.available | 5-Oct-2011 14:54:13 (UTC+8) | - |
| dc.date.issued (上傳時間) | 5-Oct-2011 14:54:13 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0096157008 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/51429 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 幼兒教育所 | zh_TW |
| dc.description (描述) | 96157008 | zh_TW |
| dc.description (描述) | 99 | zh_TW |
| dc.description.abstract (摘要) | 繪本共讀對學前及低年級兒童而言，因可同時增加兒童閱讀的經驗以及閱讀能力，故十分受到重視。過去文獻亦指出成人與兒童進行繪本共讀，確實能促進兒童的讀寫萌發能力，惟成人運用何種策略的助益較大，尚未有結論。閱讀最重要的目的在理解，然過往繪本共讀研究的焦點主要集中於繪本共讀對聲韻覺識等解碼能力的效果，較少觸及繪本共讀對兒童理解能力的影響，更少討論推論理解等較高層次的理解歷程，是否會影響兒童在繪本共讀時的表現。本研究旨在探究成人不同的共讀策略以及不同閱讀理解層次的內容，是否會對兒童繪本閱讀歷程產生影響？實驗一操弄提問式與評述式兩種共讀策略，並以眼動儀(Eye Tracker)觀察記錄大班與小一兒童在共讀繪本時的眼動表現。結果顯示提問式策略對大班兒童注視目標圖區的引導功能較評述式策略強，但評述式策略則較提問式策略更能引導兒童凝視目標字區。大班兒童在不同策略時的眼動與語音對應性，在不同區域的差異相反，顯示圖畫與文字兩種區域，在繪本閱讀的歷程中，可能扮演不同的角色、提供不同的訊息。實驗二進一步將成人與兒童的互動內容分為文義與推論理解兩不同閱讀理解層次，討論不同的共讀策略及閱讀理解層次對小一兒童的繪本共讀是否有所影響。結果同樣發現提問式策略可引導兒童注視目標圖區，而評述式策略則有助兒童凝視目標字區。在不同閱讀理解層次的影響上，則發現推論理解層次時，評述組兒童注視目標圖區時間高於文義理解；而文義理解層次的內容，對引導提問與評述兩組兒童注視目標字區的幫助則高於推論理解層次。惟語音對應凝視時間的指標，反映出評述組兒童目標字區推論理解的對應凝視比例高於文義理解，與凝視時間比例之策略差異相反。評述組兒童在推論理解層次的內容時，凝視目標圖區的時間比例顯著高於文義理解，在文字區域文義理解高於推論理解的差異亦達顯著，顯示不同層次的閱讀理解內涵，確實會影響兒童看圖看文的眼動表現，故推知圖畫與文字兩區域，其資訊本質並不相同。而推論理解在目標字區的語音對應凝視比例高於文義理解的結果，則代表推論理解較文義理解更能引導兒童在繪本共讀時的注意力，並有機會使兒童可整合圖畫與文字兩類資訊。文獻指出單純聆聽成人唸誦繪本內容，不針對內容加以明確的引導與互動，並不會對兒童的讀寫萌發能力有顯著的幫助。本研究進一步發現成人運用提問與評述等不同策略，及不同閱讀理解層次的互動內容，可分別引導兒童注視繪本畫面上不同的區域，使兒童在閱讀歷程中獲取推論或文義理解所需之不同訊息。因此，進行繪本共讀的活動時，成人或教育工作者應選擇適合的互動策略、設計不同理解層次的互動內容，並依據不同的互動與教學目的交替使用，以使繪本共讀對兒童的閱讀理解歷程發揮最大的功效。 | zh_TW |
| dc.description.abstract (摘要) | Since benefits of shared book reading (SBR) to young children’s emergent literacy have been manifested, numerous studies have emphasized the advantage of SBR to children’s decoding ability (e.g. phonological awareness).Even though the most important purpose of reading is comprehension, research which focus on the effects of SBR to comprehension ability is still scarce, and especially so for studies which discuss the relationship between SBR and higher level comprehension ability (e.g. inferential comprehension). The influence of adult’s interactive strategies on children’s reading comprehension is also indistinct too. The present study investigated the effects of adults’ interactive strategies and comprehension levels of interactive content on children’s comprehension process during SBR, which was reflected by the eye movement data.Experiment 1 compared reading behaviors of preschool and first-grade children under question versus comment strategies. Experiment 2 explored the effects of comprehension level of adult’s interactive content and interactive strategies on first-graders. Results of experiment 1 and 2 revealed that the question strategy drew preschoolers’ attention to target picture area (critical for story comprehension), while the comment strategy guided it to word area. Moreover, children paid more attention to target picture area in the inferential condition than the literal one and the data on target word showed the opposite pattern. Results confirm that adults’ explicit references during SBR can attract children’s attention to different areas on shared book, and thus enhance respective aspects of the comprehension process. Therefore, using interactive strategies and interactive content with high comprehension level contribute more to children’s literacy and comprehension development than simply reading to them. | en_US |
| dc.description.tableofcontents | 第一章緒論..............................1第一節 研究動機與目的.....................1第二節 研究問題..........................5第三節 名詞釋義..........................7第二章 文獻探討..........................10第一節 讀寫萌發..........................11第二節 繪本與讀寫萌發.....................13第三節 繪本共讀與讀寫萌發..................15第四節 繪本共讀策略與讀寫萌發 ...............20第五節 繪本共讀與閱讀理解..................23第六節 繪本共讀策略與閱讀理解...............28第七節 兒童繪本閱讀歷程的眼動研究............32第八節 小結..............................44第三章 實驗一 互動策略對大班與小一兒童繪本閱讀理解歷程的影響...46第一節 實驗目的...........................46第二節 研究對象...........................47第三節 實驗設計與實驗材料...................47第四節 實驗設備與測驗工具...................49第五節 實驗程序...........................50第六節 研究資料與分析......................53第七節 實驗結果...........................60第八節 討論與小結..........................73第四章 實驗二 互動策略與互動內容理解層次對小一兒童繪本閱讀理解歷程的影響 78第一節 實驗目的...........................78第二節 研究對象...........................79第三節 實驗設計與實驗材料...................79第四節 實驗設備與測驗工具...................81第五節 實驗程序...........................82第六節 研究資料與分析.......................82第七節 實驗結果...........................84第八節 討論與小結.........................101第五章 結論與建議.........................106第一節 研究結論...........................106第二節 研究限制...........................109第三節 研究價值與重要性.....................110第四節 建議...............................112參考書目..................................115附件一 實驗一共讀語句內容一覽表...............123附件二 實驗一家庭閱讀環境問卷 ................124附件三 實驗一理解測驗內容一覽表...............127附件四 實驗二共讀語句內容一覽表...............128附件五 實驗二理解測驗內容一覽表...............129 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0096157008 | en_US |
| dc.subject (關鍵詞) | 兒童繪本閱讀 | zh_TW |
| dc.subject (關鍵詞) | 繪本共讀策略 | zh_TW |
| dc.subject (關鍵詞) | 閱讀理解層次 | zh_TW |
| dc.subject (關鍵詞) | 眼動 | zh_TW |
| dc.subject (關鍵詞) | shared book reading | en_US |
| dc.subject (關鍵詞) | interactive strategy | en_US |
| dc.subject (關鍵詞) | comprehension level | en_US |
| dc.subject (關鍵詞) | eye movements | en_US |
| dc.title (題名) | 成人共讀策略對兒童繪本閱讀理解歷程影響之眼動研究 | zh_TW |
| dc.title (題名) | Effects of adult interactive strategies on young children’s reading comprehension: an eye movement study | en_US |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | Alexander, J. E., & Heathington, B. S. (1988). Assessing and correcting classroom reading problems: Glenview, Illinois : Scott, Foresman and company. | zh_TW |
| dc.relation.reference (參考文獻) | Ard, L. M., & Beverly, B. L. (2004). Preschool Word Learning During Joint Book Reading: Effect of Adult Questions and Comments. Communication Disorders Quarterly, 26(1), 17-28. | zh_TW |
| dc.relation.reference (參考文獻) | Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008). Mixed-effects modeling with crossed random effects for subjects and items. [doi: DOI: 10.1016/j.jml.2007.12.005]. Journal of Memory and Language, 59(4), 390-412. | zh_TW |
| dc.relation.reference (參考文獻) | Bloome, D. (1985). Reading as a Social Process. Language Arts, 62(2), 134-142. | zh_TW |
| dc.relation.reference (參考文獻) | Boersma, P., & Weenink, D. (2009). Praat: doing phonetics by computer (Version 5.1.03). | zh_TW |
| dc.relation.reference (參考文獻) | Brabham, E. G., & Lynch-Brown, C. (2002). Effects of Teachers` Reading-Aloud Styles on Vocabulary Acquisition and Comprehension of Students in the Early Elementary Grades. Journal of Educational Psychology, 94(3), 465-473. | zh_TW |
| dc.relation.reference (參考文獻) | Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A Quasi-Experimental Validation of Transactional Strategies Instruction With Low-Achieving Second-Grade Readers. [doi:]. Journal of Educational Psychology, 88(1), 18-37. | zh_TW |
| dc.relation.reference (參考文獻) | 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), 1-21. | zh_TW |
| dc.relation.reference (參考文獻) | Carney, R., & Levin, J. (2002). Pictorial Illustrations Still Improve Students` Learning from Text. Educational Psychology Review, 14(1), 5-26. | zh_TW |
| dc.relation.reference (參考文獻) | Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis:why poor children fall behind Cambridge,MA: Harvard University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Cooper, J., David. (1993). Literacy: Helping Children Construct Meaning. Second Edition. Boston, MA Houghton Mifflin, Wayside Rd., Burlington, MA | zh_TW |
| dc.relation.reference (參考文獻) | Cunningham, J. W. (2001). Review: Essay Book Reviews: The National Reading Panel Report. Reading Research Quarterly, 36(3), 326-335. | zh_TW |
| dc.relation.reference (參考文獻) | DeTemple, J., & Snow, C. E. (2003). Learning words from books. In A. van Kleeck & E.B.Bauer (Eds.), On reading books to children: Parents and teachers (pp. 16-36): Mahwah, NJ: Elbaum. | zh_TW |
| dc.relation.reference (參考文獻) | Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. S., & Poe, M. D. (2003). The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children. [doi:]. Journal of Educational Psychology, 95(3), 465-481. | zh_TW |
| dc.relation.reference (參考文獻) | Dickinson, D. K., & Smith, M. W. (1994). Long-Term Effects of Preschool Teachers` Book Readings on Low-Income Children`s Vocabulary and Story Comprehension. Reading Research Quarterly, 29(2), 105-122. | zh_TW |
| dc.relation.reference (參考文獻) | Elley, W. B. (1989). Vocabulary Acquisition from Listening to Stories. Reading Research Quarterly, 24(2), 174-187. | zh_TW |
| dc.relation.reference (參考文獻) | Evans, M. A., & Baraball, L. (1993). Parent Child Bookreading and Parent Helping Strategies. Paper presented at the Biennial Meeting of the Society for Research in Child Development | zh_TW |
| dc.relation.reference (參考文獻) | Evans, M. A., & Saint-Aubin, J. (2010). An Eye for Print: Child and Adult Attention to Print During Shared Book Reading. In D. Aram & O. Korat (Eds.), Literacy Development and Enhancement Across Orthographies and Cultures (Vol. 2, pp. 43-53): Springer US. | zh_TW |
| dc.relation.reference (參考文獻) | Evans, M. A., & Saint-Aubin, J., . (2005). What Children Are Looking at During Shared Storybook Reading. Psychological Science, 16(11), 913-920. | zh_TW |
| dc.relation.reference (參考文獻) | Evans, M. A., Williamson, K., & Pursoo, T. (2008). Preschoolers` attention to print during shared book reading. Scientific Studies of Reading, 12, 102-169. | zh_TW |
| dc.relation.reference (參考文獻) | Ewers, C. A., & Brownson, S. M. (1999). Kindergartener`s Vocabulary Acquisition as A Function of Active VS. Paasive Storybook Reading, Prior Vocabulary and Working Memory. Reading Psychology, 20(1), 11-20. | zh_TW |
| dc.relation.reference (參考文獻) | Feitelson, D., Kita, B., & Goldstein, Z. (1986). Effects of Listening to Series Stories on First Graders` Comprehension and Use of Language. Research in the Teaching of English, 20(4), 18. | zh_TW |
| dc.relation.reference (參考文獻) | Feng, G., & Guo. (in press). From Pictures to Words: Young Children`s Eye Movements during Shared Storybook Reading. | zh_TW |
| dc.relation.reference (參考文獻) | Ferreira, F., & Henderson, J. M. (2004). Scene Perception for Psycholinguists. In F. Ferreira & J. M. Henderson (Eds.), The Interface of Language, Vision and Action: Eye Movements and the Visual World (pp. 1 - 58). New York: Psychology Press. | zh_TW |
| dc.relation.reference (參考文獻) | Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25(1), 64-103. | zh_TW |
| dc.relation.reference (參考文獻) | Gunn, B. K., Simmons, D. C., & Kameenui, E., J. . (1995). Emergent Literacy: Synthesis of the Research. Technical Report No. 19. | zh_TW |
| dc.relation.reference (參考文獻) | Haden, C. A., Reese, E., & Fivush, R. (1996). Mothers` extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse Processes, 21(2), 135 - 169. | zh_TW |
| dc.relation.reference (參考文獻) | Hammett , L. A., van Kleeck, A., & Huberty, C. J. (2003). Patterns of Parents` Extratextual Interactions during Book Sharing with Preschool Children: A Cluster Analysis Study. Reading Research Quarterly, 38(4), 442-468. | zh_TW |
| dc.relation.reference (參考文獻) | Hammett , P. L., van Kleeck, A., & Huberty, C. J. (2009). Talk during Book Sharing between Parents and Preschool Children: A Comparison between Storybook and Expository Book Conditions. Reading Research Quarterly, 44(2), 171-194. | zh_TW |
| dc.relation.reference (參考文獻) | Heath, S. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49-76. | zh_TW |
| dc.relation.reference (參考文獻) | Hockenberger, E. H., Goldstein, H., & Haas, L. S. (1999). Effects of Commenting During Joint Book Reading by Mothers with Low SES. Topics in Early Childhood Special Education, 19(1), 15. | zh_TW |
| dc.relation.reference (參考文獻) | Justice, L. M. (2002). Word Exposure Conditions and Preschoolers` Novel Word Learning During Shared Storybook Reading. Reading Psychology, 23(2), 87 - 106. | zh_TW |
| dc.relation.reference (參考文獻) | Justice, L. M., & Ezell, H. (2000). Enhancing Children`s Print and Word Awareness Through Home-Based Parent Intervention. Am J Speech Lang Pathol, 9(3), 257-269. | zh_TW |
| dc.relation.reference (參考文獻) | Justice, L. M., & Ezell, H. K. (2001). Written Language Awareness in Preschool Children from Low-Income Households: A Descriptive Analysis. [Article]. Communication Disorders Quarterly, 22(3), 123-134. | zh_TW |
| dc.relation.reference (參考文獻) | Justice, L. M., & Ezell, H. K. (2002). Use of Storybook Reading to Increase Print Awareness in At-Risk Children. Am J Speech Lang Pathol, 11(1), 17-29. | zh_TW |
| dc.relation.reference (參考文獻) | Justice, L. M., & Lankford, C. (2002). Preschool Children`s Visual Attention to Print During Storybook Reading. Communication Disorders Quarterly, 24(1), 11. | zh_TW |
| dc.relation.reference (參考文獻) | Justice, L. M., Lori, S., Canning, A., & Lankford, C. (2005). Pre-schoolers, print and storybooks: an observational study using eye movement analysis. Journal of Research in Reading, 28(3), 229-243. | zh_TW |
| dc.relation.reference (參考文獻) | Justice, L. M., Pullen, P. C., & Pence, K. (2008). Influence of Verbal and Nonverbal References to Print on Preschoolers` Visual Attention to Print During Storybook Reading. Developmental Psychology, 44(3), 855-866. | zh_TW |
| dc.relation.reference (參考文獻) | Kertoy, M. K. (1994). Adult Interactive Strategies and the Spontaneous Comments of Preschoolers During Joint Storybook Readings. Journal of Research in Childhood Education, 9(1), 58-67. | zh_TW |
| dc.relation.reference (參考文獻) | Kliegl, R., Masson, M. E. J., & Richter, E. M. (2010). A linear mixed model analysis of masked repetition priming. Visual Cognition, 18(5), 26. | zh_TW |
| dc.relation.reference (參考文獻) | Koppenhaver, D. A., Coleman, P. P., Kalman, S. L., & Yoder, D. E. (1991). The Implications of Emergent Literacy Research for Children With Developmental Disabilities. Am J Speech Lang Pathol, 1(1), 38-44. | zh_TW |
| dc.relation.reference (參考文獻) | Loftus, G. R., & Mackworth, N. H. (1978). Cognitive determinants of fixation location during picture viewing. [doi: DOI: 10.1037/0096-1523.4.4.565]. Journal of Experimental Psychology: Human Perception and Performance, 4(4), 565-572. | zh_TW |
| dc.relation.reference (參考文獻) | Lonigan, C. J., Burgess, S. R., Anthony, J. L., & Barker, T. A. (1998). Development of Phonological Sensitivity in 2- to 5-Year-Old Children. Journal of Educational Psychology, 90(2), 294-311. | zh_TW |
| dc.relation.reference (參考文獻) | McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, Explaining, and Preventing Children`s Reading Difficulties. Learning Disabilities: Research & Practice, 16(4), 230-239. | zh_TW |
| dc.relation.reference (參考文獻) | McConkie, G. W., Zola, D., Grimes, J., Kerr, P. W., Bry-ant, N. R., & Wolff, P. M. (1991). Children`s eye movement during reading. In J. F. Stein (Ed.), Vision and visual dyslexia (pp. 251-262). Boston: CRC Press. | zh_TW |
| dc.relation.reference (參考文獻) | Meyer, L. A., Stahl, S. A., Wardrop, J. L., & Linn, R. L. (1992). The Effects of Reading Storybooks Aloud to Children. | zh_TW |
| dc.relation.reference (參考文獻) | Meyer, L. A., Wardrop, J. L., Stahl, S. A., & Linn, R. L. (1994). Effects of reading storybooks aloud to children. [Article]. Journal of Educational Research, 88(2), 69. | zh_TW |
| dc.relation.reference (參考文獻) | Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language. Review of Educational Research, 79(2), 979-1007. | zh_TW |
| dc.relation.reference (參考文獻) | Morrow, L. M., O`Connor, E. M., & Smith, J. K. (1990). Effects of a story reading program on the literacy development of <i>at-risk</i> kindergarten children. Journal of Reading Behavior, 22(3), 255 - 275. | zh_TW |
| dc.relation.reference (參考文獻) | Morrow, L. M., & Smith, J. K. (1990). The Effects of Group Size on Interactive Storybook Reading. Reading Research Quarterly, 25(3), 213-231. | zh_TW |
| dc.relation.reference (參考文獻) | Mullis, I., Martin, M., Gonzalez, E. J., & Kennedy, A. (2003). PIRLS 2001 International Report. Chestnut Hill, MA: International Association for the Evaluation of Educational Achievement (IEA). | zh_TW |
| dc.relation.reference (參考文獻) | Mullis, I., Martin, M., Kennedy, A., & Foy - Boston, P. (2007). PIRLS 2006 International Report. | zh_TW |
| dc.relation.reference (參考文獻) | NRC, N. R. C. (1998). Starting out right: A guide to promoting children’s reading success. Washington: Washington, DC: Author. | zh_TW |
| dc.relation.reference (參考文獻) | Pressley, M. (2000). What should comprehension instruction be the instruction of ? In P. B. M.L. Kamil, P. D. P. Mosenthal & R. Barr (Eds.), Handbook of reading research (Vol. III): Mahwah NJ: Erlbaum. | zh_TW |
| dc.relation.reference (參考文獻) | Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372. | zh_TW |
| dc.relation.reference (參考文獻) | Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology. | zh_TW |
| dc.relation.reference (參考文獻) | Richardson, D. C., & Dale, R. (2005). Looking to understand: The coupling between speakers` and listeners` eye movements and its relationship to discourse comprehension. Cogn. Sci., 29(6), 1045-1060. | zh_TW |
| dc.relation.reference (參考文獻) | Roy-Charland, A., , , Saint-Aubin, J., & Evans, M. A. (2007). Eye movements in shared book reading with children from kindergarten to Grade 4. Reading and Writing; An Interdisciplinary Journal, 20, 909-931. | zh_TW |
| dc.relation.reference (參考文獻) | Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers` acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123-138. | zh_TW |
| dc.relation.reference (參考文獻) | Sénéchal, 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. | zh_TW |
| dc.relation.reference (參考文獻) | Sénéchal, M., LeFevre, J.-A., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children`s vocabulary. Journal of Educational Psychology, 88(3), 520-536. | zh_TW |
| dc.relation.reference (參考文獻) | Sénéchal, M., Thomas, E., & Monker, J.-A. (1995). Individual differences in 4-year-old children`s acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87(2), 218-229. | zh_TW |
| dc.relation.reference (參考文獻) | Scarborough, H. S., & Dobrich, W. (1994). On the Efficacy of Reading to Preschoolers. [doi: DOI: 10.1006/drev.1994.1010]. Developmental Review, 14(3), 245-302. | zh_TW |
| dc.relation.reference (參考文獻) | Serpell, R., Baker, L.,, & Sonnenschein, S. (2005). Becoming literate in the city: the Baltimore Early Childhood Project. New York: Cambridge University. | zh_TW |
| dc.relation.reference (參考文獻) | Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K. K., & Fletcher, J. M. (1999). Comprehension and Decoding: Patterns of Association in Children With Reading Difficulties. [Article]. Scientific Studies of Reading, 3(1), 69. | zh_TW |
| dc.relation.reference (參考文獻) | Shapiro, J., Anderson, J., & Anderson, A. (1997). Diversity in Parental Storybook Reading. Early Child Development and Care, 127(1), 47 - 58. | zh_TW |
| dc.relation.reference (參考文獻) | Share, D. L., & Leikin, M. (2004). Language Impairment at School Entry and Later Reading Disability: Connections at Lexical Versus Supralexical Levels of Reading. [Article]. Scientific Studies of Reading, 8(1), 87-110. | zh_TW |
| dc.relation.reference (參考文獻) | Snow, C. E. (1991). The theoretical basis for relationships between language and literacy in development. Journal of Research in Childhood Education, 6, 5-10. | zh_TW |
| dc.relation.reference (參考文獻) | Storch, S., & Whitehurst, G. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934-947. | zh_TW |
| dc.relation.reference (參考文獻) | Teale, W. H., & Sulzby, E. (1986). Emergent literacy : writing and reading Norwood, N.J.: Ablex Pub. Corp. | zh_TW |
| dc.relation.reference (參考文獻) | The Children`s Readnig Foundation, C. (2009). For Families. from http://www.readingfoundation.org/parents.jsp | zh_TW |
| dc.relation.reference (參考文獻) | Tomlinson, C. M., & Lynch-Brown, C. (1996). Essentials of children`s literature Boston, Mass: Allyn and Bacon. | zh_TW |
| dc.relation.reference (參考文獻) | Trabasso, T., Secco, T., & van den Broek, P. (1984). Causal Cohesion and story Coherence. In H. Mandl, N. L. Stein & T. Trabasso (Eds.), Learning and comprehension of Text. New York: Lawrence Erlbaum Associates. | zh_TW |
| dc.relation.reference (參考文獻) | van den Broek, P., & Kremer, K. E. (2000). The Mind in Action:What Is Means to Comprehension During Reading. In B. M. Taylor, M. F. Graves & P. van den Broek (Eds.), Reading for meaning : fostering comprehension in the middle grades (pp. 1-31). New York: Teachers College. | zh_TW |
| dc.relation.reference (參考文獻) | van den Broek, P., White, M. J., Kendeou, P., & Carlson, S. (2009). Reading between the Lines：Developmental and Individual Differences in Cognitive Processes in reading. In R. K. Wagner, C. Schatschneider & C. Phythian-Sence (Eds.), Beyond Decoding. New York: The Guilford Press. | zh_TW |
| dc.relation.reference (參考文獻) | van Kleeck, A. (1990). Emergent Literacy: Learning about Print before Learning to Read. Topics in Language Disorders, 10(2), 25-45. | zh_TW |
| dc.relation.reference (參考文獻) | van Kleeck, A. (2006). Fostering inferential language during book sharing with prereaders: A foundation for later text comprehension strategies. In A. van Kleeck (Ed.), Sharing books and stories to promote language and literacy. San Diego, CA: Plural Publishing. | zh_TW |
| dc.relation.reference (參考文獻) | van Kleeck, A., Gillam, R. B., Hamilton, L., & McGrath, C. (1997). The relationship between middle-class parents` book-sharing discussion and their preschoolers`. [Article]. Journal of Speech, Language & Hearing Research, 40(6), 1261. | zh_TW |
| dc.relation.reference (參考文獻) | Van Kleeck , A., & Vander Woude , J. (2003). Book sharing with preschoolers with language delays. In A. Van Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children : parents and teachers Mahwah, N.J. : L. Erlbaum Associates. | zh_TW |
| dc.relation.reference (參考文獻) | 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. Am J Speech Lang Pathol, 15(1), 85-95. | zh_TW |
| dc.relation.reference (參考文獻) | Wasik, B. A., & Bond, M. A. (2001). Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms. [doi:]. Journal of Educational Psychology, 93(2), 243-250. | zh_TW |
| dc.relation.reference (參考文獻) | Whitehurst, G. J., & Lonigan, C. J. (1998). Child Development and Emergent Literacy. 69(3). | zh_TW |
| dc.relation.reference (參考文獻) | Yaden, D. B., Smolkin, L. B., & MacGillivray, L. (1993). A psychogenetic perspective on children`s understanding about letter associations during alphabet book readings. Journal of Reading Behavior, 25(1), 43-68. | zh_TW |
| dc.relation.reference (參考文獻) | 天下雜誌教育基金會. (2008). 閱讀，動起來2—香港閱讀現場. 台北: 天下雜誌教育基金會. | zh_TW |
| dc.relation.reference (參考文獻) | 呂珮菁. (2003). 不同英語教學法下學前幼兒的聲韻覺識能力. 國立政治大學, 台北. | zh_TW |
| dc.relation.reference (參考文獻) | 岳修平譯. (2000). 教學心理學. 台北: 遠流出版社. | zh_TW |
| dc.relation.reference (參考文獻) | 洪玉玲. (2008). 國小一年級注音符號教學現況研究. 國立臺中教育大學 台中. | zh_TW |
| dc.relation.reference (參考文獻) | 楊櫻鳳. (1993). 帽子. 台北: 上誼出版社. | zh_TW |
| dc.relation.reference (參考文獻) | 蔡介立, 顏妙璇, & 汪勁安. (2005). 眼球移動測量及在中文閱讀研究之應用. 應用心理研究, 28. | zh_TW |
| dc.relation.reference (參考文獻) | 賴素秋. (2002). 台灣兒童圖畫書發展研究. Unpublished 碩士論文, 台東師範學院, 台東. | zh_TW |
| dc.relation.reference (參考文獻) | 賴惠美. (2009). 幼稚園之注音符號教學現況研究-以台中縣烏日鄉為例. 國立臺中教育大學 台中. | zh_TW |
| dc.relation.reference (參考文獻) | 謝依婷. (2008). 台灣兒童繪本主題研究─以1988~2007年繪本為例. 佛光大學, 台北. | zh_TW |
