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阵鹿孙
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2 Accelerating Language Development for Taiwan Low SES Preschoolers Through the Dialogic Reading Program Extended with Different Strategies Pei-Yu Lin National Taichung University Hsiang-Ning Peng National Taichung University Abstract The purposes of this study were to develop the dialogic reading program, extended with different strategies, for accelerating the vocabulary of Taiwan low social economic status (SES) preschoolers, and to assess the efficacy of this experimental program. One public day-care center to which low SES preschoolers often attended was selected. All the low SES preschoolers from the classes aged three to four in the two sub-centers were selected as the participants in this study. One of the two sub-centers was arbitrarily assigned as the experimental group. A quasi-experimental pretest posttest design was adopted. Receptive and Expressive Vocabulary Test was conducted before and after the experiment in both groups. Only experimental group received 27 times of small-group intervention of dialogic reading in preschool for each time of 20 minutes, as well as the dialogic reading book bags intervened in the families for eight weeks. The results revealed that the experimental group yielded greater improvement in the vocabulary test. Keywords: dialogic reading, early literacy program, experimental study, language development, young children at risk

3 ( 2008) (2011)2009PISA 16% 16% (2012) (2010) (2010) (2010) (2010) (Hoff, 2003 ) McGuinness (2005) Sénéchal (2006) (Hargrave & Senechal 2000 Lonigan & Whitehurst, 1998 Lonigan, Anthony, Bloomfield, Dyer & Samwel, 1999 Valdez-Menchaca & Whitehurst, 1992 Whitehurst et al., 1994) (Whitehurst et al., 1994)

4 : (1)? (2) ? Whitehurst(1988) 1: 1 SES ( ) (29 m.) (29 m.) Whitehurst et al. (1988) Arnold et al. (1994) (66 m.) Chow & McBride-Chang (2003) (66 m.) Chow et al. (2008) (66 m.) Chow et al. (2010) (31 m. ) Valdez-Menchaca & Whitehurst (1992) (45.m.) Lonigan et al. (1999) (42 m.) Whitehurst et al. (1994) / 90% Lonigan & Whitehurst (1998) Crain-Thoreson & Dale (1999) (49 m.) Hargrave & Sénéchal (2000) (2005)

5 ( ) Whitehurst (1988) (mean length of utterance, MLU) Arnold (1994) Whitehurst (1988) Chow McBride-Chang (2003) 3 (PPVT-III) Chow McBride-Chang Cheng Chow (2008) 4124 (morphological awareness) Chow Mc-Bride-Chang Cheung (2010) (cross-linguistic transfer) ( ) Valdez-Menchaca

6 Whitehurst (1992) 20 Valdez- Menchaca Lonigan (1999) ( ) Whitehurst (1994) (synergistic interaction) Whitehurst Whitehurst (1994) 3 Lonigan Whitehurst (1998) Whitehurst (1994) 90%Head Start

7 Hargrave Sénéchal (2000) Whitehurst (1994) (Sénéchal, LeFevre, Hudson & Lawson,1996) 70% 4 Crain-Thoreson & Dale (1999) MLU (2005) Hargrave Sénéchal (2000) : (1) (2) (3)

8 Doyle Bramwell (2006) (Zevenbergen & Whitehurst, 2003) Zevenbergen Whitehurst (2003) : (1) (2) (3) (4) (5) (6) (7) : (1) (2) (3) PEER(Prompt) (Evaluate)(Expand) (Repeat) (utterances) CROWD (prompt) :(1) (Completion prompts) (2) (Recall prompts) (3) (Open-ended prompts) (4) Wh- (Wh-prompts) whowhatwhere whenwhy how (5) (Distancing prompts) Whitehurst (1994) Hargrave & Senechal (2000) 5 10 Zevenbergen Whitehurst ( 2003 ) 20 ( ) (2000)

9 19 ( ) 22 ( ) (SD=27.9) PR PR PR16 ( 2010) (SD= 27.78)PR27.27 (SD=22.86)60% % ( ) : ( ) : ( ) : 1. : 2. : (4 4 2) ( )

10 : 4. : : 6. : 7. : 96% PEER CROWD ~.96.80~.97.93~

11 : ( ) 10 PEER CROWD ( ) ( ) 1. : : : 2 Whitehurst (1994) : 2 5. :

12 : ( ) F(1, 35) =.45, p>.05 F(1, 35) = 2.81, p>.05 F(1, 35) =.32, p>

13 F(1, 36) = η 2 =.40 p = % Cohen(1988).1379 F(1, 36) = η 2 =.32 p = % F(1, 36) = η 2 =.47 p = % 2 2 (M = ) (M = 56.63) (M = 45.88) (M = 36.21) (M = ) (M = 92.99) PR50 2 N M () SD M (PR) SD N M () SD M (PR) SD

14 PR26 PR F(1, 19) = 4.09, p> F(1, 20) = η 2 =.52 p = % Cohen(1988) (M = 107 ) (M = 82.25) PR N M () SD M (PR) SD N M () SD M (PR) SD

15 (Hargrave & Senechal, 2000 Lonigan & Whitehurst, 1998 Lonigan et al., 1999 Valdez-Menchaca & Whitehurst, 1992 Whitehurst et al., 1994) Whitehurst (1994) Hargrave & Senechal (2000) Whitehurst (1994) Hargrave & Senechal (2000) 5 10 Zevenbergen Whitehurst ( 2003 ) Lonigan(1999) Chow McBride- Chang (2003)

16 ( ) 30 (PR26) PR26 PR41 PR16 (2006) 30 (Whitehurst et.al, 1994 )

17 (Heath,1983 Taylor, 1983) Scarborough Dobrich (1994) 31 (meta- analysis).26 Bus VanIjzendoorn Pelligrini (1995)29 Whitehurst Whitehurst (1994) (synergistic interaction)

18 (2008) : 8(1) (2011) PISA 14(4) 1-24 (2012) : 37(3) (2006) : 51(2) (2010) 21(1), Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86(2), Bus,Van Ijzendoorn & Pellegrini(1995). Joint book reading makes for success in learning to read. Review of Educational Research, 65(1), Chow, B. W.-Y., & Mcbride-Chang, C. (2003). Promoting laguage and literacy development through parent-child reading in Hong Kong preschoolers. Early Education and Development, 14(2), Chow, B. W.-Y., Mcbride-Chang, C., & Cheung, H. (2010). Parent-Child Reading in English as a Second Language: Effects on Language and

19 Literacy Development of Chinese Kindergarteners. Journal of Research in Reading, 33(3), Chow, B. W.-Y., Mcbride-Chang, C., Cheung, H., & Chow, C. S. L. (2008). Dialogic Reading and Morphology Training in Chinese Children: Effects on Laguage and Literacy. Development Psychology, 44(1), Cohen, J. (1988). Statictical power analysis for the behavior sciences (2 nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates. Crain-Thoreson, C. & Dale, P. S. (1999). Enhancing Linguistic Performance: Parents and Teachers as Book Reading Partners for Children with Language Delays. Topics in Early Childhood Special Education, 19(1), Doyle, B. G., & Bramwell, W. (2006). Promoting emergent literacy and social--emotional learning through dialogic reading. Reading Teacher, 59(6), Hargrave, A. C. & Sénéchal, M. (2000). A book reading intervention with preschol children who have limited vocabularies: The benefits of regular reading and Dialogic Reading. Early Childhood Research Quarterly, 15(1), Heath, S. B. (1983). Ways with words. Cambridge, MA: Cambridge University Press. Hoff, E. (2003). The specificity of environment influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), Lonigan, C. J., Anthony, J, L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention, 22(4), Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), McGuinness, D. (2005). Language development and learning to read. Cambridge, Massachusetts: MIT. Scarborough, H. S. & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14,

20 Sénéchal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Scientific Studies of Reading, 10(1), Sénéchal, M, and LeFevre, J. (2004). Storybook reading and parent teaching: Links to language and literacy development. In B. H.Wasik (Ed.), Handbook of family literacy (pp ). Mahwah, NJ: Lawrence Erlbaum Associates. Sénéchal, M., LeFevre, J. A. Hudson, E. & Lawson, P. (1996). Knowledge of picture-books as a predictor of young children's vocabulary development. Journal of Educational Psychology, 88, Taylor, D.(1983). Family literacy: Young children learning to read and write. Exeter, NH: Heinemann. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., Fischel, J. E. (1994). A pictire book reading intervention in day care and home for children from low-income families. Development Psychology, 30(5), Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), Zevenbergen, A. A. & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. In A. Van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), On Reading Books to Children (pp ). Mahwah, NJ: Lawrence Erlbaum Associates. Valdez-Menchaca, M. C., & Whitehurst, G. J. (1992). Accelerating language development through picture-book reading: A systematic extention to Mexican day care. Developmental Psychology, 28,

ARCLE No.2

ARCLE No.2 The Relationship between Alphabetical Knowledge and Phonological Awareness among Elementary School Children Mitsue ALLEN-TAMAI Chiba University Abstract This study investigates the effect of teaching the