[[alternative]]The Effects of Dialogic Reading for Preschool Children in the Remote Areas of Taiwan

[[abstract]]豐富的讀寫環境有利學齡前兒童讀寫萌發能力的發展。互動式的共讀活動能夠促進兒童口語參與程度及語言能力的提升；對話式閱讀（dialogic reading）即是此種共讀技巧，不僅能讓兒童在豐富的語言環境中學習，並可做為讀寫萌發的預防性介入方法之一。本研究以對話式閱讀，針對臺灣南投偏遠地區學齡前典型發展兒童進行每週1次、每次30分鐘、共16週的介入，並探討其於提升共讀口語參與度及促進語言能力發展的成效。本研究納入28位4歲1個月至4歲10個月居住於臺灣南投偏遠地區的典型發展學齡前兒童進行研究，前測時針對兒童的非語言智商、表達性語言能力、理解性語言能力進行測驗，並隨機分派至實驗組（接受對話式閱讀介入）及對照組（等待教學）。兒童的表達性及理解性語言能力在介入前、介入後及介入結束後3個月分別進行前測、後測及追蹤測驗；實驗組兒童的共讀口語參與度則在介入過程中蒐集其語言樣本進行分析。口語參與度的部分，採用無母數Wilcoxon符號等級檢定進行檢驗；語言能力的部分，則採變異數分析（ANOVA）進行檢驗。研究結果發現：1) 實驗組兒童接受對話式閱讀介入的過程中，其口語參與度隨之提升； 2) 接受對話式閱讀介入的實驗組兒童不論在針對介入所使用的繪本詞彙表達測驗，抑或標準化測驗工具表達分測驗的表現，皆顯著優於對照組兒童。本研究確認了即便以較低頻次的方式給予偏遠地區典型發展學齡前兒童對話式閱讀介入，同能有效促進其表達性語言能力及詞彙能力的發展，並提升共讀活動中的口語參與度，應為有效的預防性介入方法。[[abstract]]Literacy skills of preschool children are highly related to the richness of literacy in their environments. Interactive adult-child shared-reading can enhance children’s verbal participation during shared-reading activities, and accelerate their language ability. Dialogic reading is one of these effective evidence-based reading strategies, which enriches children’s language environment and serves as a feasible preventive intervention to children’s development of emergent literacy. This study investigated the effects of dialogic reading as a preventative intervention approach on the verbal participation and language performances of 28 typically developed preschool children, aged from 4;1 to 4;10. These children were recruited from the remote areas of Nantou in Taiwan. Pretests on nonverbal IQ, expressive and receptive language skills were administrated. The children were then randomly assigned to the dialogic reading group and the control group. A 16-week intervention of dialogic reading was implemented. The verbal participation of children in the dialogic-reading group was measured during the intervention period, while children’s expressive and receptive language skills were assessed prior, after, and 3 months after the end of the intervention. Data on the children’s verbal participation and language skills were analyzed using Wilcoxon Signed-rank Test and Analysis of Variance, respectively. Results revealed: 1) the verbal participation of children in the dialogic-reading group during shared-reading increased as the intervention proceeded; 2) children in the dialogic-reading group made significantly larger gains in expressive vocabulary introduced in the picture-books which were used during shared-reading, as well as in the standardized expressive subtest, than did the children in the control group. This study confirms that dialogic reading is an effective preventative approach to accelerate the expressive language development of typically developed preschool children from the remote area of Nantou in Taiwan, and also to enhance their verbal participation during shared-reading activities