| Summary: | 碩士 === 樹德科技大學 === 兒童與家庭服務系 === 99 === The aims of this study included discovering how dialogic reading instruction improves minority young children’s language performance and observing the development. The experiment research took place four times per week, targeting five young children in the researcher’s class who were from disadvantaged families and fell behind in language comprehension skills. The teaching experiment lasted for eight weeks.
Quantitative and qualitative analyses were both emphasized in the study.Regarding quantitative research, the pre-test and post-test scores of “Peabody Picture Vocabulary Test” and the “Wh-questions Test for Pre-school Children” were compared by the use of a non-parametric method. The results showed a significant difference in the children’s language performance, and the follow-up tests one month later showed that the improvement was retained. Furthermore, based on the observation notes and other qualitative data collected during the teaching experiment, the development of young children’s language comprehension and expression skills was discussed in regard to syntax, semantics and pragmatics.
The comprehensive results and analysis pointed out that dialogic reading instruction is effective in improving disadvantaged young children’s language skills, in particular vocabulary comprehension and oral expression. Dialogic reading instruction increases language interaction and cultural stimulation. Using questioning skills to motivate thinking and brainstorming helps children to better understand vocabulary and use complete sentences. In class, giving children timely encouragement and compliments helps them to develop self-confidence. Based on the conclusions, the study offers some specific suggestions for teaching, policy and future research.
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