Picture Books Teaching Combined With Emergent Literacy Strategies in Children with Developmental Delay

• Main Authors: I-Ting Chen, 陳儀亭
• Other Authors: Pao-Hsiang Chi
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/20428227321692216180

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 103 === The purpose of this study was to explore the developmental process and effects of picture books teaching combined with emergent literacy strategies for two children with developmental delay. A case study design was used in this study. Data were collected from the videos of teaching, the interviews with participants’parents, the hands-on project made by participants, literacy skills checklists, and other related documents. All the data was analyzed for deciding the emergent literacy developmental process and the teaching effects. Overall, the findings of this study are listed as follows: 1. The programs of picture books teaching combined with emergent literacy strategies had positive effect on children with developmental delay, its effects included: (1) It could help children with developmental delay to mature their ability about language and cognition. (2) It could help children with developmental delay to promote their learning motivation. 2. Illustrations of Picture books could draw readers ’attention. It could also assist children with developmental delay to annotate the story in picture books. 3. For children with developmental delay, their favorite picture books might also be influenced by their personal reflections on the roles.