The Frist Experience of Book Reading for a Child Living in the Country Side of Southern Taiwan

• Main Authors: Wu li chen, 吳莉榛
• Other Authors: Lu wen Yueh
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/80436593747467809325

碩士 === 臺北市立教育大學 === 兒童發展研究所 === 94 === The objective of the thesis was to discuss how a child living in the countryside of southern Taiwan was introduced into a world of literature. The researcher aimed at understanding how this experience had changed the child’s behaviors with the guidance of significant adults. Therefore, the purpose of this research was to identify the characteristics of the child’s behaviors during the reading process The researcher participated personally in this action research in order to assist the target child in book reading activities. After 10-month in-field observation, video- and audio-tape data collection, and analysis, the research had the following findings: 1. At the beginning of the reading process, due to the deficiency of background knowledge, the child was unable to relate himself to the content of the books and applied several tactics accordingly. For example, use of body language and facial expressions to exhibit displeasure, feelings of restlessness, inability to concentrate, diverting adults’ attention, or skimming the pages quickly in order to end the reading activity. Thus, at the initial phase of this research, 偉翰, my case study child, was not very fond of books and reacted negatively. Nor did he have lots of interactions with the books. 2. In the middle of the reading process, by exploiting books via a variety of learning activities, such as play, cooperative learning with adults and peers, and language games, the child began to have active interactions with adult models, with more competent peers, and with books. He learned how to refer to prior experiences during reading, use pictures as clues for information searching and tracking, as well as remember the story line for later deferred imitation. 3. At the final phase of the reading process, we discovered the individual child could infer, induce the similarities between books, and raise questions based on the content in the books. During deferred imitation, he would narrate the story content in rich vocabulary, duplicate the examples made by the adults previously, and use private speech to connect himself with the books and to monitor his own thinking process. Eventually, he could position himself as a storyteller and share the books with others, and as an actor dramatizing the stories of the books in front of audiences. The implications of the study were: (1) more social organizations are needed to support the establishment of reading movements in the remote areas of Taiwan. (2) we should empower individuals, their families and schools, and the counties they lived in by giving them sufficient cultural exposures. Researchers in the future are suggested to do more in-depth field research, and unearth problems and phenomena unique to the rural areas in Taiwan. Through the advancement of reading, it would be promising to shorten the gap between cities and country sides.