Effects of Literacy Intervention Program on Emergent Literacy Development of Young Children with Special Needs

• Main Authors: Kai-ling Wu, 吳凱瓴
• Other Authors: Yu-Jun Chen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/29649936333738995339

碩士 === 樹德科技大學 === 幼兒保育學系 === 97 === The purpose of this study was to examine the effectiveness of a literacy intervention program on the development of early literacy of young children with special needs. Five young children with special needs who attended in a public kindergarten participated in this study. A withdrawal design of single subject research design was applied in this study to assess the withdrawal of intervention of the literacy intervention program on effects maintenance. Several instruments were used to measure children’s literacy development before and after the intervention, including “The Emergent Literacy Scale for Preschoolers”, “Reading Behavior Observation Checklist”, “Peabody Picture Vocabulary Test – Revised”, “Phonological Awareness Tasks”, researcher field notes, and children’s works. Results indicated the literacy intervention program was effective at increasing the young children’s general emergent literacy development (reading comprehension, phonological awareness, and print awareness), phonological awareness (awareness of initials and rhymes), and their reading behavior in classroom. However, the effectiveness was varied according to the developmental uniqueness of the young children. Two children who were diagnosed as autisms made a much more progress, especially in their reading comprehensions. Future research ideas and implications for practice are be discussed.