壹、前言
出生開始到入小學之前是嬰幼兒語言發展及「讀寫萌發」的重要時期；學者皆主張把 握此最佳時期促進閱讀能力發展以確保順利轉銜到早期閱讀（Justice & Ezell, 2004)。幼兒 語文教學因此從過去強調「閱讀準備度」轉變到注重「讀寫萌發」或全語言取向。 「閱讀準備度」取向強調兒童內在發展與成熟，注重幼兒閱讀預備技巧熟練度與正確 度，將幼兒視為被動接收者而提供片斷重複的練習，使其因熟悉學習教材而有所發展；忽 略口語與讀寫能力交互作用與同時發展關係，不重視幼兒透過使用語言學習的語言特質及 社會互動與社會環境對幼兒讀寫發展的影響（Stewart, 1985)。自閉症幼兒由於認知障礙與 學習困難，因此須花費長時間學習語音、辨識字詞與語音關係等閱讀基本技能。自閉症兒 童即使能操弄或覺察印刷字體與辨識常見環境文字，仍有獲得閱讀基本技能上的困難；閱 讀準備度取向的語文教學因此更突顯其語文缺陷及與普通同儕的落差（Mirenda, 2003）。 「讀寫萌發」或全語言取向主要依據鷹架原則，由於課程設計重視幼兒主動學習，標 榜聽說讀寫融入學習情境，強調有系統語文情境與對談討論，充分應用鷹架原則支持與引 導幼兒讀寫學習與發展，鼓勵師生或同儕共讀/重讀、閱讀對談、幼兒閱讀反應等成為例行 性活動，以促進幼兒豐富語文學習與成長（谷瑞勉，2004；李連珠，1992）。研究指出家長 需具備共讀技巧使能促成發展遲緩或障礙幼兒的語文成長（Dickinson & Tabors, 2001）。家 庭若積極介入閱讀，語言發展遲緩之幼兒因此有較優於其他內在發展能力的閱讀表現（黃 敏秀，2002），可解除社經不利的發展危機（林佳慧，2004；Pan, 2007），提昇詞彙、語言 理解與表達（林月仙，2004；徐庭蘭，2002，2004；Hockenberger, Goldstein, & Haas, 1999）， 增進讀寫萌發（Hockenberger et al., 1999）與溝通互動（Crowe, Norris, & Hoffman, 2004）。 在美國多數參與學前啟蒙計畫之嬰幼兒多養成每日親子共讀習慣（Nelson, 1996; Pan, 2007），母親可經訓練成為共讀高手（Kockenberger et al., 1999）。母親唸讀、提問與引導、 正向回饋、對話式閱讀、誇張肢體動作等，有提昇語言發展遲緩幼兒的能力發展及親子互 動頻率之效果（Crowe et al., 2004）。Koppenhaver & Erickson（2003）發現成人若營造豐富 的讀寫刺激情境，可誘發並促進無口語之自閉症幼兒的讀寫能力發展。曹純瓊（2000，2004， 2005）亦證實固定步驟的鷹架策略能提昇輕中重度自閉症兒童之語文學習與使用。
述故事能力。重述故事不僅能增進普通幼兒（Morrow, 1992）、亦能增進自閉症幼兒之讀寫 萌發與自發性語言使用（Bellon, Ogletree, & Harn, 2000）。
鄭碧招（2004）：親子共讀對親子關係影響之研究－以台南縣國小高年級學生與家長為例。 嘉義大學家庭教育研究所碩士論文（未出版）。
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後記
The Effect of Shared picturebook reading Group Project of Parents and
Young Autistic Children
Tsau, Chwen chyong
Department of Child Care and Education, Fooyin University
Abstract
The purpose of this study was to examine the effect of shared picturebook reading group project on 6 parents (average age=34.5, range=30~38；high socialeconomic postion) and their young autistic children (1gir and 5 boys, average age=4.02, range=3.04~6.02). The project based on scaffolding principlesand autisticchildren’sspecificlearning style,designed with 6 emotional topics and held for 5 months, had series of shared picturebook reading activites: story dramatization, parent-child shared picturebook reading and instructing at corner, teacher-children multimedia book reading, parents-and-teachers’informaldiscussion,parent-child shared picturebook reading at home.
The data was collected by in-depth personal interviewing, participated oberservation and single group pretest-posttest experiment. The result proved that moderate young autistic children could learn and improve their literacy and language abilities through serious of parent-child shared picturebook reading group project, parents also could increased their shared picturebook reading skills and parent-child communication.
