自閉症幼兒在不同語文取向班級之讀寫萌發之研究

The study on the differences of the story-telling approaches using by preschool teachers to help autistic children’ Emergent Literacy

學齡前階段是幼兒讀寫萌發的重要時期。讀寫能力是所有學科學習的根基，兒童缺乏良好讀寫能力而產生的學習困擾亦常引發較多社會情緒問題及學業成就表現低落。繪本閱讀是幼兒園與家庭協助幼兒讀寫萌發最常且最方便運用的媒介，其理論基礎多依據閱讀準備度取向或全語文取向。相關研究指不同語文取向對自閉症幼兒之讀寫萌發有不同影響。本研究因此採取參與觀察法、個案訪談、文件分析法，以有自閉症幼兒就讀之全語文取向（融合班及普通班）與閱讀準備度取向（早療日托班）班級教師為對象，探討不同讀寫取向的教師說故事策略應用差異。結果發現說故事活動在此二取向之明顯差異是繪本選用考量、策略運用多元性、因應自閉症幼兒能力、作息固定化及延伸到其他作息活動等。

Early childhood is the key period for infant and young children developing and promoting‘emergent literacy’. Literacy is the foundation of academic achievement performance. Children who own poor literacy abilities have learning difficulties；emotional and social problems. There were two different approach:‘reading readiness approach’and‘whole language approach’that caused different influences on young children’emergent literacy. The purpose of this study aimed to understand what the differences were between the story-telling strategies teachers using based on different emergent literacy approach. Results showed different approaches different story-telling strategies.