本研究之目的在於評量中文與英文之「聲韻覺識」（phonological awareness）能力，以探討幼兒在不同英語教學法下的學習效果。「年齡」與「教學法」對「聲韻覺識」能力影響的差異。研究對象，為接受不同英語教學法的學前幼兒（大班生與中班生），一者採固定時間進行英語教學，定位英語為語言學習教材之一，稱之為M系統；一為採全時間教英語的機構，且定位英語為學習其他科目的媒介，稱之為W系統。測驗工具乃參酌胡潔芳教授提供之「聲韻覺識測驗」，經改編後共分八項分測驗--「中文音節刪除、英文音節刪除、中文音素刪除、英文音素刪除、中文音節替代、英文音節替代、中文音素替代與英文音素替代」。研究資料除了測驗成績之外，尚有教學現場之觀察資料，及兩系統之主管與教師之訪談文本，以了解不同英語教學法在教學內涵上之實質差異。 研究結果顯示，中文聲韻覺識能力，有「年齡」的差異，大班生表現優於中班生；「教學法」的差異，發生在中文「音素覺識」，M系統幼兒優於W系統。英文聲韻覺識能力，有「年齡」上的差異，大班生優於中班生，但無教學法上的差異。加測「注音符號」測驗，結果顯示有「年齡」與「教學法」上的差異，大班生比中班生好，M系統幼兒比W系統幼兒好，比較兩系統教學內涵的差異後，顯示M系統幼兒中文聲韻覺識能力表現較佳與「注音符號」教學有關；英文聲韻覺識能力無教學法上的差異，英文教學時間長短不影響聲韻覺識能力。研究結果似乎指出，真正影響中文與英文聲韻覺識能力發展的是年齡。 由於「聲韻覺識能力」的重要性，幼兒英語教學與學習，以培養「聲韻覺識」能力為出發點的教學內容應該要被參考，但基於年齡的限制，聲韻覺識教學，並不急於小班時期或中班初期開始。關於聲韻覺識的教學，文中另有討論。 關鍵詞：英語教學法，學前幼兒，聲韻覺識 / The purpose of this study is to investigate English learning effect of young children in Taiwan by means of examining the influence of age and English teaching approaches on young children’s phonological awareness in Chinese and in English. The participants consisted of the age of preschool (average five years old) and kindergarten (average six years old) children who are accepted different English language teaching approach in two schools. One school was called M school where young children were taught English partial time and English was one kind of language teaching materials. The other was called W school where young children were taught all time and learn everything in English. The results indicate that the age significantly affects on young children’s phonological awareness in Chinese and the teaching approach significantly affects on young children’s phonemic awareness in Chinese. The age significantly affects on young children’s phonological awareness in English. These results of this study seem to reveal that the main factor affecting on the development of young children’s phonological awareness in Chinese and in English is age. Due to the importance of phonological awareness, it should be to consider that English language teaching for young children could begin by training phonological awareness. However, based on the development of young children, it is not instant to train the capacity of phonological awareness in English language teaching. About the teaching of phonological awareness was discussed in the text. Keyword: English teaching approaches, young children, phonological awareness

本研究之目的在探討親子共讀對幼兒閱讀能力之影響。使用自編之家長與幼兒共同閱讀問卷，收集有關親子共讀、家長及幼兒背景資料；本研究之幼兒閱讀能力，指幼兒認字能力、故事理解力、聲韻覺識能力，認字與故事理解力方面採用楊怡婷（1995）改編之故事及自編之理解能力測驗，聲韻覺識能力則採用呂珮菁（2004）聲韻覺識測驗，幼兒閱讀能力之資料皆至園所對幼兒施測而得。首先，分析背景資料對幼兒閱讀能力之影響，再比較有無親子共讀家庭中，分別在幼兒在閱讀能力上造成之差異；最後，針對前述有差異的閱讀能力，深入探討具有親子共讀的家庭裡，共讀的互動方式與閱讀能力間的關係。 研究結果為: 性別對幼兒的閱讀能力並沒有影響。亦發現學英語的幼兒在聲韻覺識作業細項中的中文聲母刪除作業及英文音素刪除作業表現較佳。在家長教育程度與職業在幼兒閱讀能力上沒有顯著差異。關於有無親子共讀對幼兒閱讀能力之影響，結果為：具有親子共讀的幼兒在故事理解力表現較無親子共讀者顯著為佳。 針對故事理解能力，家長共讀與此能力間的相關行為有：對於故事內容進行描述教導與推論教導，其中，描述教導的具體行為有「給予描述或指名」、「要求孩子描述或指名」、「要求孩子預測劇情」、「戲劇化表達」；推論教導的具體行為有「常問為什麼」、「與孩子討論因果關係」，這些都可以增進幼兒對故事的瞭解以及作出高層次認知的思考，基於研究結果之建議，文中有詳細討論。 / This thesis investigates the influence of parent to the literacy of their young child through sharing books with their child. Parents were requested to fill out the questionnaires about joint book reading and children were assessed their literacy which includes word recognition, story comprehension, and phonological awareness. The sample (n= 53) included 40 patents who have joint book reading and 13 parents who do not. The first step of this thesis is to compare with children literacy between children whose parents have joint book reading and children whose parents do not. Children with sharing book by parents only have better achievement in story comprehension than those who without joint book reading. Thus, the second step of this thesis is to find out what kind of parents’ utterances during joint book reading is related to the story comprehension of children and these utterances may improve the story comprehension of children. The utterances which are related to the story comprehension of children are following: 1. Labels: Parents request or provide character identification, labeling of objects, and so on. 2. Descriptions: Parents request or provide an explanation of plot information and focus on what has happened or is happening. Inference: Parents request predictions about why has happened in the story and discuss the causality in the story with their children.

本研究之目的在於比較蒙特梭利語文教育與全語言教育對不同年齡幼兒閱讀能力影響之差異。研究對象為接受蒙特梭利教育與全語言教育的中班與大班學前幼兒。研究者選取兩所位於台北市且實施蒙特梭利與全語言教育之幼稚園，依照這些受試者的年齡、家庭社經地位、在園時間、入園時間及畢保德圖畫詞彙測驗分數等條件後，進行配對選取，最後選取的總受試幼兒共58名。本研究中之幼兒閱讀能力指幼兒聲韻覺識能力、認字量與閱讀理解能力。研究工具在聲韻覺識測驗上採用侯淑柔、林佩蓉（2007）所編製之聲韻覺識測驗中之得分，認字與閱讀理解力採用楊怡婷（1995）改編之故事及自編之理解能力測驗，幼兒閱讀能力之資料皆至幼稚園對幼兒施測而得。 研究結果顯示，幼兒閱讀能力，有「年齡」的差異，大班生優於中班生；幼兒閱讀能力有「教學法」的差異，接受蒙特梭利教學的幼兒在閱讀能力的表現上優於全語言教育的幼兒；在「年齡」與「教學法」的交互作用上並無顯著之差異。而單獨進行大班幼兒閱讀能力的差異檢定發現，大班幼兒在聲韻覺識上的表現呈現顯著差異，接受蒙特梭利教學的幼兒在閱讀能力的表現上優於全語言教育的幼兒，而在認字和閱讀理解上則無顯著差異；在中班幼兒閱讀能力的差異檢定結果，中班幼兒閱讀能力表現無論在聲韻覺識、認字量和閱讀理解上皆無顯著差異。此外，針對所有閱讀能力測驗結果進行相關分析後，發現聲韻覺識、認字量和閱讀理解兩兩之間皆具有顯著之相關，而在控制聲韻覺識變項之後，認字和閱讀理解呈現顯著的高度相關，而控制認字變項之後，聲韻覺識和閱讀理解之間的關係便消失了，足見認字在幼兒閱讀能力中所佔之重要角色。 / The purpose of this study was to compare the literacy of young children who attended Montessori or Whole Language education program. Their literacy which includes word recognition, reading comprehension, and phonological awareness. The sample (n=58) consisted of the pre-kindergarten (age 4-5, n=26) and kindergarten (age 5-6, n=32). Schools were selected base on grossly similar school profiles on Taipei city. To control and match age, socioeconomic status (SES), the score of the Peabody Picture Vocabulary Test-Revised of the children whose attended different programs. Results of the study showed significant difference on “age” and “education program” : The children in the kindergarten whose literacy was better than the children in the pre- kindergarten；the children attended Montessori education program whose literacy was better than the children attended Whole Language education program. Significant different on “phonological awareness” : The children in the kindergarten of the Montessori education program whose phonological awareness was higher than the children in the pre- kindergarten of the Whole Language education program, but no significant difference on “word recognition” and “reading comprehension”. The children in the pre-kindergarten between Montessori education program and Whole Language education program showed no significant difference on “word recognition” and “reading comprehension” and “phonological awareness”.