The Oral Response of Young Children to Shared Reading in the Families Advantaged for Early Literacy Development

• Main Authors: Wei-ya Dai, 戴唯雅
• Other Authors: Pei-Yu Lin
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/50615063937863188298

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 98 === The purpose of this research was to understand the oral responses of young children to shared reading in Taiwanese families advantaged for early literacy development. Sipe’s(2000) five categories of young children’s oral response –the analytical, the intertextual, the personal, the transparent, and the performative—were applied to analyze the oral response of young children to shared reading. The researcher used the methods of observation to collect data and select twenty families as participants. The researcher spent four months to collect necessary information by recording the process of parent-child reading and conducting checklist for family literacy environment. Content analysis was applied to analyze the oral response of participants. Similar elements of the participated families were found. Firstly, parents not only performed reading to children but also participated in community activities. Secondly, parent-child reading is a routine in family life. Thirdly, most parents have bachelor degrees and most of them are teachers. Fourthly, the resources of storybooks at home were quite abundant and varied. Finally, they constructed a comfortable family literary environment. The analytical oral response of the participated young children occurred most in the process of parent-child reading. In such responses of the participants, they might discuss authors, sentences and pictures and analyzed structures of storybooks as well as constructed explanations for meanings of stories. The personal oral response placed second. Participants would have unique points of view and combine personal experiences with stories. The performative is the next. In such responses of the participants, they might pick some parts of stories or events to present platforms which are imagined personally through demonstrations. The intertextual oral response were found not many. Few might link stories with other stories, pictures and television. The transparent oral responses of young children in shared reading were found rare. Very few would dialogue with roles in stories, or join the real and virtual worlds together.