A Study of the Relationships between Home Literacy Environment and Oral Language Abilities of “New Taiwanese” Children and Taiwanese Children

• Main Authors: LU MEI JEN, 呂玫真
• Other Authors: 賴文鳳
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/wfv27m

碩士 === 國立臺灣師範大學 === 人類發展與家庭學系 === 97 === The goal of this study was to explore the relationships between home literacy environment and oral language abilities. Differences in home literacy environment and children’s oral language abilities between two groups (New Taiwanese children and Taiwanese children) were compared. This study also surveyed the differences of fathers’ and mothers’ “literacy attitudes and habits,” “parent-child literacy activities”; and their relationships with their children’s oral language abilities. This study included 32 pairs of “New Taiwanese” and Taiwanese five-year-old children, who attended kindergartens or nursery schools in Taipei County. Their family SES was the comparable. The “Home literacy environment questionnaires” and the “Language Disorders Scale for Preschoolers-Revised” were used to measure variables. Descriptive statistics and Multivariate Analysis of Variance, and Pearson Product Moment Coefficient of Correlation were adopted to analyze data. The detailed results were as follow: First, Taiwanese children’s home literacy environment was better than “New Taiwanese” children. Second, “New Taiwanese” children’s and Taiwanese children’s oral language abilities were at normal level. There were no significant group differences. Third, there was no significant correlation between home literacy environment and oral language abilities for the group of “New Taiwanese” children. Forth, Taiwanese mothers’ “literacy attitudes and habits” were significantly better than Taiwanese fathers, the immigrant fathers, and the immigrant mothers. Fifth, in the variable of “parent-child literacy activities” Taiwanese fathers and mothers outperformed immigrant fathers and mothers. Sixth, both groups’ parental “literacy attitudes and habits” and “parent-child literacy activities” were not significantly correlated with children’s oral language abilities. The implications of the findings were discussed in relation to future studies, public policies and teacher education.