| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 98 === The aims of this research was to examine the features of home literacy environment less advantaged for young children’s literacy development, to analyze how those parents interacted with their young children, and to identify the scaffolding strategies applied by those parents.
Observational methodology was adopted to fulfill the purposes of this study. Besides, the researcher applied grounded theory to analyze the recording videos of shared book reading sessions. Three conclusions are induced as follows:
A. Parents would adjust four interaction modes during story book
sharing sessions—including verbatim reading, focus on discussion,
shared reading for learning, extensive discussion.
B. The parents of the families less advantaged for young children’s
literacy development would still apply some scaffolding
strategies in shared reading sessions, incluing the descriptive
strategies, cognitive strategies, engagement strategies, and
supportive strategies.
C. Occupations of the participants and their cultural values were
found related to the shared reading styles as well as
scaffolding strategies in shared book reading.
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