The Impact of "Dialogic Reading" Intervention on the Vocabulary of Young Children

• Main Authors: Peng, Hsiang-Ning, 彭湘寧
• Other Authors: Lin, Pei-Yu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/98536830502091789834

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 101 === The purpose of the study is to understand the impact of "Dialogic Reading" model Intervention on the vocabulary of young children. This research applies the "Dialogic Reading" model established by Whitehurst et al. in 1988, and uses a quasi experiment research method. Choosing a public kindergarten with two similar-scaled subdivisions in the same administrative district, one of the subdivisions became the experimental group and advocated the "Dialogic Reading Model" The other subdivision was the control group and maintained its normal daily routine. Selecting all the "junior class" young children of "low socioeconomic status" and part of "middle socioeconomic status" as participants. "Dialogic Reading" model Intervention include 27 sessions of 20-minute "Dialogic Reading" intervention groups (with 6 young children per group) at the kindergarten, and 8 weeks of family "Dialogic Reading" parent-child reading bag intervention. Before starting the experiment, both the experimental group and the control group took the "Peabody Picture Vocabulary Test-Revised" and the "Receptive and Expressive Vocabulary Test" as pretests. After 8 weeks, the same tests were applied for the posttest. The study found that young children of the experimental group and the control group had no differences in the pretest scores. In the posttest, experimental group young children made significant advancements in "receptive vocabulary", "expressive vocabulary" and "overall vocabulary", the range of advancement is significantly different from the control group. The findings suggest that the use of "Dialogic Reading" in schools and families can enhance young children vocabulary.