學前聽障及聽常兒童讀寫萌發情形與口語發展能力之探究

A Study of Emergent Literacy and Oral Language Development in Heraing-Impaired and Normal Preschoolers

本研究旨在探討四歲半至六歲聽障及聽常兒童讀寫萌發情形及口語發展的相關性、差異性、及相關因素之探究。研究樣本以就讀幼稚園或托兒所之學前聽障及聽常兒童為主，聽障及聽常兩組分別為30人及31人。以「學前兒童認知發展評量表」、「學前兒童語言障礙評量表」及自編之「學前兒童讀寫萌發評定量表」做為評量工具，分別評量學前兒童的認知發展、口語發展及讀寫萌發。研究發現如下：1、學前兒童讀寫萌發評定量表共分為三個部份：（1）閱讀發展、（2）圖書／文字概念發展、及（3）書寫發展三種因素。2、兩組兒童讀寫萌發與口語發展能力呈顯著正相關。3、聽常兒童口語發展顯著優於聽障兒童。4、聽常兒童讀寫萌發總分及分項之閱讀發展、圖書／文字概念發展顯著優於聽障兒童。5、口語表達能力可有效預測學前聽障兒童閱讀發展能力，其預測值達28.3％。6、父母教育程度及性別對聽障兒童讀寫萌發能有效預測，其預測值達39.7％。父母教育程度愈高，聽障兒童讀寫萌發情形愈佳。7、不同性別聽障兒童之讀萌發情形有顯著差異，女生優於男生。8、認知發展能力對聽障兒童之讀寫萌發有顯著影響；認知發展能力愈好，其讀寫萌發能力愈佳。

The purpose of the study was to explore the development of hearing-impaired (30 subjects) and normal (31 subjects) preschoolers' emergent literacy and oral language ability. The hearing-impaired preschoolers were drawn from 2 deaf education institutes; the normal preschoolers were drawn from 2 regular kindergartens. We explore (1) the correlation between preschoolers' emergent literacy and oral language ability; (2) the difference between hearing-impaired and normal preschoolers' literacy ability and oral language; (3) the predictors and factors on preschoolers' emergent literacy.Data were obtained from the 'The Cognitive development Scale for Children', 'The Language Disorders Scale for Preschoolers', and 'The Emergent Literacy Scale for Preschoolers' to evaluate the preschoolers' cognitive development, oral language development, and emergent literacy ability. The main findings of the study were as follows:1.The components of 'The Emergent Literacy Scale for Preschoolers' were (1) Reading development; (2) Book/word knowledge ability; (3) Writing development.2.There was a significant positive correlation between the emergent literacy ability and oral language development in both groups.3.The hearing-impaired preschoolers' oral language development was significantly lower than that of the normal preschoolers'.4.Normal preschoolers' emergent literacy ability, reading development, and book/word knowledge ability were significant better than those of the hearing-impaired preschoolers.5.Oral expression ability accounts for 28 .3% of the variation in the emergent literacy scores.6.Degree of parent's education and sex account for 39.7% of the variation in the emergent literacy scores.7.The factor of sex significantly affects the hearing-impaired preschoolers' emergent literacy ability, girls perform better than boys.8.The factor of cognitive development significantly affects hearing-impaired preschoolers' reading development; the better the cognitive development, the better the reading development.