故事結構教學對提升語言發展遲緩兒童口語表達能力之個案研究

Enhancing Spoken Language Ability Using Structured Story Teaching Approach: A Case Study of a Child with Language Delay

近年，林琼美（2005）參考陳盈伶（2001）在臺灣的研究，在本港進行有關故事結構教學的研究取得成功結果。不過，直到目前為止，香港還沒有學者探討故事結構教學與語言遲緩兒童之學習成效。因此，本研究旨探討個案在故事結構教學中口語表達能力之成效。以目的抽樣法選取一名被診斷為學習及語言遲緩的五歲女童，採用三角測量法（評估表及老師訪談等）不同研究工具收集資料。研究結果顯示故事結構教學能提升個案的口語表達能力，並能運用連接詞說出故事的角色、情節和結局。此外，小組形式的故事結構教學亦有助個案更了解故事內容。故建議校方、老師、及家長可透過故事結構教學的技巧引導幼兒從故事書封面及插圖線索「預測」故事內容，並說出與故事有關的生活經驗，藉以提升幼兒的口語表達能力。

The structured story teaching approach has been demonstrated significantly effective for improving the ability of spoken language for students with language delay. However, similar study has not been found in Hong Kong. The author explored how the structured story teaching approach can be used to enhance spoken ability of children with language delay in this study. The participant was a 5-year-old girl with language and learning delay. Observation and teacher interview were adapted to examine the ability of spoken language before and after teaching with structure stories. Results indicated that the ability of spoken language was significantly improved. Suggestions were provided to teachers and parents.