A study of Vietnamese mothers using dialogic reading with their children in book reading

• Main Authors: Pei-Yi Wu, 吳姵儀
• Other Authors: Pao-Chuan Torng
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/02269058417917518150

碩士 === 國立臺北護理健康大學 === 聽語障礙科學研究所 === 102 === This research aims to investigate the learning process of two Vietnamese mothers using dialogic reading strategy during parent-child book reading. The children’s expressive language skills during the parent-child reading activity were also investigated. The dialogic reading strategy includes five questioning skills and four responding skills. The five questioning skills are completion, recall, open-ended, wh-question, and distancing, and the four responding skills are prompt, evaluate, expand, and repeat. Two mother-child dyads (M1C1, M2C2) were recruited from Beitou and Dansui areas. They were recommended by their special education teachers. M1 is a 35-years-old mother who works in a restaurant. She has stayed in Taiwan for ten years. C1 is a 4-years-old boy. M2 is a 33-years-old mother who works in a store. She has stayed in Taiwan for 8 years. C2 is a 3-years-old boy. Both mothers speak Mandarin Chinese to their children at home. Both children have normal vision, hearing, mental, and language development. During language the assessment, both children did not express much, most of their utterance were incomplete sentences, and they had difficult in retelling story. In addition, both children have some articulation problems. Both mothers reported that their children did not interact much with their peers at preschool. This research was divided into four stages, including: pre-test, dialogic reading learning program, dialogic reading intervention, and post-test. During pre-test stage, the researcher collected data from the mothers when they read books to their children. Five questions, four responds, and the children expressive responses were collected. After the pre-test stage, dialogic reading learning program was conducted. The dialogic reading strategy was introduced to the mothers in four classes. For the intervention stage, the mothers used the skills they had learned during their parent-child book reading for four weeks. In the final post-test stage, the researcher collected the mother- child interaction data during the parent-child book reading. Data from the pre-test, the investigate, and the post-test stages were transcripted, analyzed and compared. Results revealed that for the mothers, there was an increase in the performance in asking questions, using different question types and responses. Furthermore, the frequency of the children’s expressive language was more initiative and active than previous performance. In conclusion, after four weeks of learning, the mothers are capable of using the dialogic reading strategy and even maintain the questioning and responding skills. Comparing to the performance in the pretest, the children’s sentence length and their number of complete sentences during the mother- child interaction were increased.