淡江大學覺生紀念圖書館 (TKU Library)
進階搜尋


下載電子全文限經由淡江IP使用) 
系統識別號 U0002-2803200715240800
中文論文名稱 親子共讀:以閱讀英文故事書增進閱讀能力之個案研究
英文論文名稱 Home-Based Reading:A Case Study of Using Storybooks for EFL Reading Growth
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 95
學期 1
出版年 96
研究生中文姓名 曾昱齡
研究生英文姓名 Yu-Ling Tseng
學號 692010183
學位類別 碩士
語文別 英文
口試日期 2007-01-23
論文頁數 107頁
口試委員 指導教授-黃月貴
委員-李思穎
委員-張雅慧
中文關鍵字 親子共讀  閱讀  悅讀 
英文關鍵字 home-based reading  shared reading  pleasure reading 
學科別分類 學科別人文學語言文學
中文摘要 此實驗目的在於提供給想要在家親子共讀英文的家長們,一個啟示、一個方向。主要內容在探討一個一般大家庭中的高中畢業母親,如何將閱讀英文融於孩子的英語學習當中,利用每週一次共三個月的親子英文故事共讀的過程中,作著探討母親如何在英文老師的協助下與女兒共讀英文故事書,同時探討孩子的閱讀能力成長、母親與女兒對於英文共讀的信念、態度與想法的改變。成果顯示親子共讀的成效取決於母親對於故事書的解讀,信念與態度因親子共讀而轉為良好的態度。女兒此實驗中獲得閱讀能力的成長,在字彙的理解上利用不停的閱讀與連結而達成的共讀效果。
本研究以質得研究為主,透過與母親與女兒的訪談、閱讀時的觀察及用影像錄製的方式,母親與女兒之間的共讀方法、閱讀中的互動,還有閱讀動機、信念、態度都是要此實驗所要了解的內容。
研究結果顯示,以不同的有趣的故事書對女兒的學習動機、信念與態度有正面的影響。藉由每週一次的閱讀,母親利用互動的方式讓孩子能了解故事書的內容,並讓孩子習得初步閱讀故事書的方法,母親對閱讀英文故事書的態度也深深的影響著女兒閱讀的成果。
此結果可以作為想要將英文故事書閱讀融入生活中的一般大眾的參考,也是給對於未來想要從事相同研究的學者一個方向。
英文摘要 The purpose of this study is to extend the idea of shared reading for literacy development in L1 to learning of EFL (English as Foreign Language). Follow up on the reading initiative promoted by school districts around Taiwan, the researcher implemented the idea of mother-and-child reading together using English books. The participants are a third grader and her high-school graduate mother who volunteered to engage in a three-month study of shared reading of English storybooks. Through observations, the study investigated the way the mother approaches the task of telling stories, the interaction between mother and child and its influence to reading growth. The results showed the reading activity has a positive impact on both the mother and the child. Particularly, the child gained the knowledge of vocabulary awareness and the knowledge of how to process information from the text. The talks between the mother and the child greatly help comprehension of meaning. The mother’s perception of shared reading changed from one of doubt and reservation to one of confidence and optimistic. The child has become highly motivated to learn English after this experiment.
論文目次 TABLE OF CONTENTS
ACKNOWLEDGEMENTS……………………………………………i
CHINESE ABSTRACT……………………………………………ii
ENGLISH ABSTRACT……………………………………………iii
TABLE OF CONTENTS……………………………………………iv
CHAPTER I INTRODUCTION……………………………………1
1.1 Research background……………………………………1
1.2 Purpose of the study……………………………………4
1.3 Research question………………………………………5
1.4 Significance of the study……………………………5

CHAPTER II LITERATURE REVIEW……………………………7
2.1 Reading in language learning…………………………7
2.1.1 Theoretical background: Krashen’s Comprehensible Input…………………………………………7
2.1.2 Why read storybooks? …………………………10
2.1.3 Early emergent reading…………… …………11
2.2 Stories in language learning…………………12
2.2.1 An overview………………………………………12
2.2.2 Characteristics of story in language learning………………………………………………………13
2.2.3 Strategies of telling stories………………14
2.3 Family Literacy…………………………………………17
2.3.1 The definition of family literacy…………17
2.3.2 The benefit of family literacy………………18
2.3.3 The success project of family literacy………19
2.3.3.1 Even start family iteracy……………………19
2.3.3.2 Family literacy bags…………………………20
2.3.3.3 The Sunset Park Even Start Family Literacy……………………………………………………………20
2.3.4 Characteristics of family support………………21
2.4 Shared reading………………………………………………22
2.4.1 The definition of shared reading………………22
2.4.2 In the perspectives of native language learners……………………………………………………………22
2.4.2.1 Potentional of reading at home…………22
2.4.2.2 The audience of interaction ……………24
2.4.2.3 Suitable books………………………………25
2.4.2.4 Interaction …………………………………26
2.4.3 In the perspectives of second language learners……………………………………………………………28
2.4.3.1 Reading and second language learning……………………………………………………………28
2.4.3.2 Stories and second language learning……………………………………………………………29
2.4.3.3 Shared reading and second language learning……………………………………………………………31

CHAPTER III METHOD AND PROCEDURE……………………………33
3.1 Participants of the study…………………………………33
3.1.1 The child……………………………………………33
3.1.2 The mother……………………………………………34
3.2 Instruments……………………………………………………35
3.3 Materials………………………………………………………37
3.4 Procedure………………………………………………………38
3.5 Data Analysis…………………………………………………40

CHAPTER IV RESULTS ……………………………………………42
4.1 Background information of the participants…………42
4.1.1 Reading profile of the child ……………………42
4.2 The influence of the shared reading interaction……44
4.2.1 Cognitively low demanding…………………………44
4.2.2 Cognitively high demanding…………………………51
4.2.3 The interaction between mother and the child…56
4.2.4 The reading growth……………………………………62
4.2.4.1 Relations of instruction quality with reading growth………………………………………………………68
4.2.4.2 Relations of verbal interaction and reading growth………………………………………………………69
4.3 The affective aspects of the shared reading…………70
4.3.1 Motivation to do shared reading activities……71
4.3.2 Attitude toward shared reading …………………72
4.3.3 Believe about shared reading……………………………73

CHAPTER V CONCLUSION AND DISCUSSION…………………………75
5.1 Summary of the study…………………………………………75
5.2 Major findings of the study………………………………76
5.2.1 Mother’s approaches of shared reading…………76
5.2.2 Early reading growth of shared reading…………77
5.2.3 Participants’ belief, motivation and attitude to read English storybooks………………………………………78
5.3 Discussions……………………………………………………80
5.3.1 Early reading success………………………………80
5.3.2 Family literacy and shared reading………………81
5.3.3 The importance of having an instructor…………82
5.4 Limitations of the study……………………………………82
5.4.1 Lack of quantity………………………………………82
5.4.2 Objectivity of the data……………………………83
5.4.3 English proficiency of the mother………………83
5.5 Implications of the study…………………………………84
5.5.1 Importance of family education on children's English reading……………………………………………………84
5.5.2 Influences of parents' perceptions……………84
5.5.3 Persistent reading…………………………………85
5.6 Recommendations for further research…………………85
5.6.1 Supports for home-based reading………………85
5.6.2 Large sample size…………………………………86
5.6.3 Need for long term experiment…………………86
5.6.4 Books: A wide range of topics to choose from…………………………………………………………………87
REFERENCES…………………………………………………………88
APPENDICES…………………………………………………………101
Appendix 1 Reading profile for L1 proficiency…………………………...101
Appendix 2 The child’s perception to the reading experiment……………102
Mother’s perception to the reading experiment……….…..…102
Appendix 3 Child’s response to the reading………………………………103
Mother’s response to the reading…………………………….103
Appendix 4 Assessment for reading growth………………………………104
Vocabulary awareness………………………………………..104
Printed knowledge……………………………………………105
Appendix 5 Coding categories for the verbal interactions………………...106
Appendix 6 The list of English storybooks………………………………..107

FIGURES……………………………………………………………………………63
Figure 1 Pretest: Vocabulary awareness……………………………………..63
Figure 2 Pretest: Printed knowledge…………………………………………64
Figure 3 Posttest: Vocabulary awareness…………………………………….66
Figure 4 Posttest: Printed knowledge…………………..……………………67

參考文獻 REFERENCES
Aiex, N. (1988). Storytelling: Its Wide-Ranging Impact in the Classroom. ERIC Digest Number 9. IDEN: *Story Telling by Children; ERIC Digests. Retrieved Wednesday, October 11, 2006 from the ERIC database.
Allor, J. H. & McCathren, R. B. (2003). Developing emergent literacy skills through storybook reading. Intervention in School and Clinic, 39(2), 72–79.
August, D. (2003). Supporting the development of English literacy in English language learners: Key issues and promising practices. Baltimore, MD: Center for Research on the Education of Students Placed At Risk.
Baker L., Mackler, K., Sonnenschein, S.,& Serpell, R. (2001). Parents’ interactions with their first-grade children during storybook reading and relations with subsequent home reading activity and reading achievement. Journal of School Psychology, 39(5), 415–438.
Boyle, O. W., & Peregoy, S. F. (1990). Literacy scaffolds: Strategies for first and second language readers and writers. The Reading Teacher, 44(3), 194–200.
Brown, H. D. (2001). Teaching by principles: an Interactive approach to language pedagogy (2nd ed.). New York: San Francisco State University.
Bus, A. G.,& van Ijznendoorn, M. H. (1988). Mother-child interactions, attachment, and emergent literacy: a cross-sectional study. Child Development, 59, 1262–1272.
Carroll, S. (1999). Storytelling for Literacy. Retrieved Wednesday, October 11, 2006 from the ERIC database.
Chamont, A. U., & O’Malley, J. M. (1996), The cognitive acacdmic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21(2), 227–249.
Colon-Vila, L. (1997). Storytelling in an ESL classroom. Teaching Pre K-8, 27(5), 58–59.
Combs, M.,& Beach, J.D. (1994). Stories and storytelling: Personalizing the social studies. The Reading Teaching, 47, 464–471.
de Jong, P. F., & Leseman, P. P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5): 389–414.
Dickson, D. K., & De Temple, J. (1998). Putting parents in the picture: Maternal reports of preschoolers’ literacy as a predictor of early reading. Early childhood Research Quarterly, 13, 241–261.
Dever, M. T.,& Burts, D. C. (2002). An evaluation of family literacy bags as a vehicle for parent involvement. Early Child Development and Care, 172(4), 359–370.
De Temple, J.M. (1994). Book reading interaction among low-income mothers with preschoolers and children’s later literacy skills. Unpublished doctoral dissertation. Harvard Graduate School of Education, Cambridge, MA
Edwards, P. A. (1995). Combing parents’ and teachers’ thoughts about storybook reading at home and school. In L. M. Morrow (Ed.), Family literacy connections in schools and communities (pp.54–69).
Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174–187.
Elley, W., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19, 53–67.
Elley, W., Cutting, B., Mangubhai, F., & Hugo, C. (1996). Lifting Literacy Levels with Story Books: Evidence from the South Pacific, Singapore, Sri Lanka, and South Africa. Retrieved Wednesday, October 11, 2006 from the ERIC database.
Elsea, B. (2001). Increasing Students' Reading Readiness Skills through the Use of a Balanced Literacy Program. Retrieved Wednesday, October 11, 2006 from the ERIC database.
Fitzerald, J. (1995). English-as-second-language learners’ cognitive reading processes: A review of research in the United States. Review of Educational Research, 31, 145–190.
Fitzgerald, J. (1999). English language learner’s reading: New age issues. In P.R. Schmidt, & P. B. Rosenthal (Eds.), Reconceptualizing literacy in the new age of pluralism and multiculturalism. Greenwich, CT: JAI Press.
Fitzgerald, J., & Noblit, G. W. (1999). About hopes, aspirations, and uncertainty: First-grade English language learners’ emergent reading. Journal of Literacy Research, 31(2): 133–182.
Fitzgerald, J., Garcia, G. E., Jimenez, R. T., & Barrera, R. (2000). How will bilingual/ESL programs in literacy change in the next millennium? Reading Research Quarterly, 35(4), 520–523.
Foster-Cohen, S. J. (2002). An introduction to child language development. Beijing: Foreign Language Teaching and Research.
French, V., & Feng, J. (1992). Phoneme Awareness Training with At-Risk Kindergarten Children: A Case Study. Retrieved Wednesday, October 11, 2006 from the ERIC database.
Gage, D., & Cooksey, K. (1992). Tell me a story. Modern Maturity, 34 (6), 72–74.
Galdon, P. (1979). The three little pigs. Clarion.
Geva, E., & Petrulis-Wright, J. (1999). The role of English oral language proficiency in the reading development of L1 and L2 primary level children. Unpublished paper. Department of Human Development and Applied Psychology, University of Toronto,Ontario, Canada.
Greene, E. (1996). Storytelling: Art and technique. New Jersey: R. R. Booker.
Halliwell, S. (1992). Teaching English in the primary classroom. London: Longman.
Haney, M.,& Hill, J. (2004). Relationships between parent-teaching activities and emergent literacy in preschool children. Early Child Development and Care, 174(3), 215–228.
Hansen, C. C. (2004). Teacher talk: Promoting literacy development through response to story, Journal of Research in Childhood Education, 19(2), 115–129.
Hargrave, A.,& Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75–90.
Hill, J. (1986). Using literature in language teaching. London: Macmillan.
Holdaway, D. (1979). Independence in reading. Auckland: Ashton Scholastic.
Huebner, C. E. & Meltzoff, A. N. (2005). Intervention to change parent-child reading style: A comparison of instructional methods. Applied Developmental Psychology, 26, 296–313.
Justice, L. M., & Kaderavek, J. (2002). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34(4), 8–13.
Justice, L. M., Weber, S. E., & Ezell, H. K. (2002). A Sequential Analysis of Children's Responsiveness to Parental Print References During Shared Book-Reading Interactions. American Journal of Speech-Language Pathology, 11, 30–40.
Kamber, M., & Tan, Norma. (2003). Reflecting culture in reflective practice: How literacy professionals improve family outcomes by learning across cultures. In Perspectives on Family Literacy. Retrieved Wednesday, October 11, 2006 from the ERIC database.
Karweit, N. (1994). The effect of story reading on the language development of disadvantaged kindergarten and kindergarten students. In D. K. Dickinson (Eds.), Bridges to Literacy:Children, Families, and Schools (pp.43–65). Cambridge: Blackwell.
Koening, J. M., & Zorn, C. R. (2002). Using storytelling as an approach to teaching and learning with diverse students. Journal of Nursing Education, 41(9), 393–399.
Kohonen, V. (2001). Towards experiential foreign language education. In C. N. Canadlin (Ed.), Experiential learning in foreign language education. London: Longman.
Kolsavalla, H. (1999). Teaching vocabulary through rhythmic refrains in stories. In Shelagh Rixon (Ed.),Young learners of English: Some research perspectives. London: Longman.
Korat, O. (2004). Mothers’ and teachers’ attributions of the academic functioning of Israeli second graders: a comparison between social groups. Early Research Quarterly, 19, 485–501.
Koskinen, P., & Others, A. (1995). Have You Heard Any Good Books Lately? Encouraging Shared Reading at Home with Books and Audiotapes. Instructional Resource No. 15. Retrieved Monday, October 16, 2006 from the ERIC database.
Koskinen, P. S., Blum, I. J., Bisson, S. A., Philips, S. M., Creamer, T. S.,& Baker, T. K. (1999). Shared reading, books, and audiotapes: Supporting diverse students in school and at home. The Reading Teacher, 52(5), 430–444.
Krashen, S.D., & Terrel, T.D. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal, 73, 440–464.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. New York: Oxford.
Lie, A. (1994). Paired storytelling: An integrated approach for bilingual and English as a second language students. Texas Reading Report, 16(4), 4–5.
McGuinnes, D. (1997). Why our children can’t read. NY: The Free Press.
McNicol, S. J.,& Dalton, P. (2002). “The best way is always through the children”: The impact of family reading. Journal of Adolescent and Adult Literacy, 46(3),246–253.
McQuillan, J. & Tse, L. (1998). What’s the story? Using the narrative approach in beginning language classrooms. Tesol Journal, 7(4), 18–23.
Meichenbaum, D., & Biemiller, A. (1990). In search of student expertise in the classroom: A metacognitive analysis. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 3-56). San Diego, CA: Academic Press.
Militante, D. (2006). Read Aloud versus Shared Reading: The Effects on Vocabulary Acquisition, Comprehension, and Fluency. Retrieved Wednesday, December 13, 2006 from the ERIC database.
Moustafa, M. & Maldonado-Colon, E. (1999). Whole-to-parts phonics instruction: Building on what children know to help them know more. The Reading Teacher, 52(5), 448–458.
Neuman, S. B. (1996). Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction. Early Childhood Research Quarterly, 11, 495–513.
Paris, S. G., & Hoffman, J. V. (2004). Reading assessments in kindergarten through third grade: Findings from the center for the improvement of early reading achievement. The Elementary School Journal, 105(2), 199–217.
Pellegrini, A. D., Perlmutter, J. C., Galda, L., & Brody, G. H. (1990). Joint reading between black Head Start children and their mothers. Child Development, 61(2), 443–453.
Peregoy, S.F. (1989). Relationships between second language oral and proficiency and reading comprehension of bilingual fifth grade students. NABE Journal, 13(3),217-233.
pluralism and multiculturalism. Greenwich, CT: JAI Press.
Rabidoux, P. C., & MacDonald, J. D. (2000). An interactive taxonomy of mothers and children during storybook interactions. American Journal of Speech-Language Pathology, 9, 331–344.
Scott, W, A., & Ytreberg, L,H. (1990). Teaching English to children. UK: Longman.
Seliger, J. W.,& Shohamy, E. (2001). Second language research methods. New York: Oxford.
Sigel, I. E., & McGillicuddy-Delisi, A. V. (1984). Parents as teachers of their children: A distancing behavior model. In Anthony D. Pellegrini & Thomas D. Yawkey (Eds.), The development of oral and written language: Reading in developmental and applied psycholinguistics (pp. 47-86). Norwood, NJ: Ablex.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17, 318–337.
Speaker, K. M., Taylor, D., & Kamen, R. (2004). Storytelling: Enhancing language acquisition in young children. Education, 125(1), 3–14.
Stegelin, D. (2003). Family Literacy Strategies: First Steps to Academic Success. Retrieved Wednesday, October 11, 2006 from the ERIC database.
Toomey, D., & Sloane, J. (1994). Fostering children’s early literacy development through parent involvement: A five-year program. In D. K. Dickinson (Eds.), Bridges to Literacy:Children, Families, and Schools (pp.129–149). Cambridge: Blackwell.
Tracey, D. J.,& Young, J.W. (2002). Mothers’ helping behaviors during children’s at-home oral-reading practice:effects of children’s reading ability, children’s gender, and mothers’ educational level. Journal of Educational Psychology, 94(4),729–737.
Tsou, W., Wang, W., & Tzeng, Y. (2006). Applying a multimedia storytelling website in foreign language learning. Computer & Education, 47, 17–28.
Ulanoff, S.H.,& Pucci, S. L. (1999). Learning words from books: The effects of read aloud on second language vocabulary acquisition. Bilingual Research Journal, 23(4), 409–422.
Uhry, J. K. (2002). Finger-point reading in kindergarten: the role of phonemic awareness, one-to-one correspondence, and rapid serial naming. Scientific Studies of Reading, 6(4), 319–342.
Ur, Penny. (1984). Teaching listening comprehension. New York: Cambridge University Press.
Wajnryb, Ruth. (2003). Stories: Narrative activities in the language classroom. UK: Cambridge University Press.
Ward, P., & Franquiz, M. (2004). An Integrated Approach: Even Start Family Literacy Model for Migrant Families. Retrieved Wednesday, October 11, 2006 from the ERIC database.
Werner, K. (2000). “If There’s a Dance in the Book, I Feel it . . . Inside”: Lessons in emergent literacy. Early Childhood Education Journal, 28(1), 11–18.
Willis, J. (1996). A framework for task-based learning. Harlow: Addison-Wesley Longman.



中文部分:
Ho, C.Y. 何琦瑜 (2005)。家庭生活體檢大調查:台灣父母做得好嗎?2005教育特刊家庭教育。台北:天下雜誌。

論文使用權限
  • 不同意紙本論文無償授權給館內讀者為學術之目的重製使用。
  • 同意授權瀏覽/列印電子全文服務,於2007-03-29起公開。


  • 若您有任何疑問,請與我們聯絡!
    圖書館: 請來電 (02)2621-5656 轉 2281 或 來信