| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 101 === This study aims to examine the process of mother-child reading. The case in discussion contains five mothers who have received Dialogic Reading (DR) training sessions and their six-year-old kindergarden children. The six picture books they read are divided into two textual categories: narrative texts and expository texts. The researcher draw on the research data from audio recordings taken down by the mothers and documentation. Analytic induction was adopted to fulfill the purposes of this study. The research is to discuss primarily by poking into the reading strategy adopted by the mothers and the reading messages issued by their children. The focusing on the dialogic interation between mothers and children, as well as cognition and affection messages produced during the DR process. Finally, exploring the condition in which the mother and children initiate the DR by taking into account of the differences between narrative texts and expository texts. Based on the data analyses, the major findings of the study are summarized as follows:
1. During the process of DR, mothers adopted seven skills of questioning and positive scaffolding reading strategy.
2. Mothers transmit messages of cognition and affection through questions and discussions──including vocabulary comprehension, daily rules and so forth.
3. During the process of DR, children’s reading message included responses to mothers’ guiding questions and the active messages they send off autonomously.
4. Five mothers and children adjust three dialogic interation: they unfolded the stories through games, through texts taken as medium between mother-child interactions, or through their focuses on illustrations of the books. The three methods take place in the DR process intermittently.
5. The difference between the two types of picture books: narrative texts and expository texts, influences the way the reading process is carried.
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