學前幼兒分享及萌發閱讀之外加內容探究

Preschoolers' Importations on Shared and Emergent Readings of Picture Storybooks

本研究檢視葥幼兒在三本不同的繪本故事分享閱讀時的外加內容，以及萌發閱讀時的閱讀程度、閱讀內容、外加內容的差異。研究對象為台南市一所托兒所大班的17名5歲幼兒，在教師郎讀期間，蒐集其口語反應，郎讀後蒐集幼兒萌發閱讀的內容，並依外加內容類型、閱讀程度、包含的原文內容歸類分析。分享閱讀和萌發閱讀的分析顯示：「圖片」及「經驗與想法」為最主要的外加內容類型，三本故事書在分享閱讀的外加內容中，「經驗與想法」類及「外加內容總數」有顯著差異；隨著故事書的不同，幼兒萌發閱讀時外加內容中，「經驗與想法」及「圖片」類型有顯著差異。本研究並對各外加內容類型進行質的分析，以探索幼兒建構故事的歷程。本研究之結果顯示幼兒分享及萌發閱讀時會外加不同類型的內容，分析幼兒閱讀時的外加內容，可提供教師和研究者探索幼兒閱讀時建構理解的思路之線索。

This study examined preschoolers' importations on teacher-led shared readings and emergent readings of three different picture storybooks. Participants were 17 five years old preschool children from a nursery classroom in Tainan City. The researcher observed and recorded their oral responses during their teacher read-alouds and emergent readings of the three picture storybooks then identifies and classified by the imported information type, emergent reading level, amount of story content included. Results showed the majority type of children's importations were illustrations and children's personal experiences and thoughts. The amount of imported information on shared readings and illustrations imported information on emergent readings were significantly different across the three books. Children's personal experiences and thoughts imported information on emergent and shared readings were also differed across the three storybooks. The qualitative analysis was also implemented to interpret children's story constructive process. The findings showed there are different types of importations on preschoolers' shared and emergent readings and highlight the analysis of importations in children's readings can give teachers and researchers a tool for exploring how children combine different cueing systems.