| Summary: | 碩士 === 明新科技大學 === 服務事業管理研究所 === 100 === Abstract
This study aims at investigating how using dialogical reading impacts the
development of kindergarteners’ oral proficiency. In the form of action research, the
researcher conducted 24 lessons to a group of kindergarteners in a private kindergarten.
The researcher expected that these lessons would raise the kindergartners’ oral
proficiency levels.
The findings from this study indicated that after receiving dialogic reading
instruction, both the children’s receptive and expressive oral proficiency levels
improved. In addition, the findings showed that using dialogic reading promoted teacher
to student and student to student interaction. These findings can serve as suggestions to
both parents and kindergarten teachers. The findings can also serve as a reference for
future research on similar topics.
Key words: dialogic reading, kindergarteners, and action research
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