| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 90 === The Reading Achievement and Home Literacy Environment of Typical Development Children and Developmental Delay Children in Kindergarten ABSTRACT
The study aims to investigate, interview and observe two typical development children and two developmental delay children along with their parents to probe into these four children''''s reading-related cognitive abilities, reading achievements, home literacy environment and the correlation among them.
To investigate the reading emergence of four preschool children, the researcher''''s-developed "Preschool Children Reading Achievement Checklist" is used in this study and attempts to investigate their reading behaviors between the designated and favorite storybooks. Meanwhile, in order to investigate their home literacy environment, the researcher''''s-developed "Home Literacy Environment Checklist", "The Interview Outline of Home Literacy Environment", "The Record of Parent''''s Guidance to Storybook-reading" and "The Investigation Sheet of Weekly Activities." are used in this study.
The results indicate that the reading achievement is correlated to the reading-related cognitive abilities. If the reading related cognitive abilities show better, the reading achievement shows better as well. If the reading related cognitive abilities show poor, the reading achievement shows poor, too. The results also indicate that the reading achievement is related to the home literacy environment. If the home affords the richer literacy environment, the children''''s related reading achievement shows better. If the home provides the poorer literacy environment, the children''''s related reading achievement shows poorer. The Characteristics of good home literacy environment are also found in this study.
The four cases represent four different combination which are discussed below:
1. The better cognitive abilities and richer home literacy environment result in better reading achievement.
2. Born with superior verbal related abilities, but the home literacy environment is poor, so the reading achievement is inferior to his/her verbal related abilities.
3. Born with poor verbal abilities, but the home literacy environment is very supportive, so his/her storybook-reading achievement shows superior to his/her inner abilities.
4. Born with poor abilities and lack of home literacy environment, and result in the reading development delays.
Other recommendations about future research and application are also made in the thesis.
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