電子繪本之改造在發展遲緩兒童故事理解之應用

Applying Adaptive Electronic Picture Books of Story Comprehension of Preschool Children with Developmental Delay

發展遲緩兒童常因感官認知遲緩而無法像正常兒童一般吸收繪本的知識。透過多感官的回饋可促進發展遲緩兒童對繪本故事理解程度。隨著電子產品的普及化，電子繪本的應用也越來越多，對兒童教育產生顯著影響。然而一般的電子繪本大多是針對正常兒童設計，對發展遲緩兒童多感官的回饋互動有限，因此有必要針對發展遲緩兒童改造電子繪本呈現方式，以提昇發展遲緩兒童故事理解成效。本研究旨在探討電子繪本之改造對提升發展遲緩兒童故事理解能力之成效。將電子繪本針對發展遲緩兒童的需求在介面、視覺、聽覺及互動等方面進行改造。研究方法採單一受試中的跨受試多探試設計，以三位市立文山特殊教育學校幼兒園的發展遲緩兒童為研究對象，在每次教學後分析受試者在研究者自編「故事理解測驗卷」的表現，教學實驗持續約兩個月。研究結果發現電子繪本之改造在提升發展遲緩兒童的故事理解程度上具有立即且持續性的成效。

Preschool children with developmental delay (DD) cannot have story comprehension asregular children due to sensory and perceptual problem. Story comprehension is assumed topromote through multi-sensory feedback. Electronic picture books are one kind of multi-sensoryfeedback. However， a causal link between interactive electronic picture books and storycomprehension has not been clearly established in children with DD.The purpose of this study was to examine the effectiveness of adaptive electronic picture bookson oral comprehension. A single-subjects experimental design of multiple-probe across subjectswas used to evaluate the effects. Three preschool children with developmental delay participated inthe study for two months. The intervention is electronic picture books program. And the dependentvariable was story comprehension abilities. Data was collected from “Story comprehension test”during three phases.Overall， the main findings of the study were as followings: The instruction with electronicpicture books improved story comprehension performance across the three participants. Theimmediate and sustained effect on story comprehension ability after receiving electronic picturebooks instruction was found in the three participants.