The Effects of Inferential Questioning on Preschool Children’s Language Skills through Dialogic Reading

• Main Authors: Ruo-Chi Yao, 姚若綺
• Other Authors: Pao-Chuan Torng
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/04434630914899382374

碩士 === 國立臺北護理健康大學 === 聽語障礙科學研究所 === 103 === The purpose of the present study was to investigate the effects of inferential questioning on preschool children’s language skill, especially inferential skill through dialogic reading. Twenty-two typically development preschool children aged from 4 to 5 were recruited from Shui-Li or Zhu-Shan, Nantou. Children were matched according to their language skill, inferential skill and age, and then were randomly assigned to the experimental (n=11) or control (n=11) group (inferential questioning through dialogic reading group or dialogic reading group). A 12 dialogic reading activities program with/without inferential questioning were conducted. Pretest and posttest scores from a formal language skill and an informal inferential skill were compared between the experimental and control groups. Results demonstrated that the language skill in the two groups was improved significantly but there was no significant difference in the results of language skill test between groups. According to the results of inferential skill test, there was improvement in all participants’ inferential skill and significant difference between groups. In other words, inferential questioning had significant contribution to children’s inferential skill. In addition, the inferential errors were analyzed for error pattern. The results showed that among the 7 error patterns, the main cause of wrong inferencing was “incorrect focus.” Furthermore, accuracy ratio of answering three types of inferential questions（causal inference, informational inference, and evaluative inference）was increased by generating more inferences. Implications for allied professionals and suggestions for further researches were discussed.