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在學校教育中，來自低社會地位家庭的孩童常在學業成就方面表現不佳，這個現象可能導因於孩童學前所受的語言刺激不足。許多學者發現，母親在親子共讀時若是使用較困難的語言、或是要求幼兒多多參與互動，可以幫助幼兒的語言發展。但是大多數此類研究都是研究西方文化中的親子互動模式，少有在臺灣的文化環境下以真實親子共讀的語料所做的類似研究。本研究的目的在於探討臺灣不同社會階層親子共讀的模式，研究對象包括三十二對母親與三歲幼兒，其中十六對來自中高社階家庭，十六對來自低收入家庭。語料來自於受試親子共同閱讀故事書時的語言以及互動。研究結果顯示中高社階的母親較會在閱讀的過程中鼓勵幼兒參與對話，也會和幼兒討論與故事內容相關的議題。而低社階的母親把閱讀故事視為自己的責任，較不會誘導幼兒參與互動，也只專注在故事書上現時現地的內容，少有相關議題的討論。此研究結果可作為親職教育或介入計畫的基礎。 / Children from low socio-economic status (SES) are at higher risk of poor school achievement. The reason might be the language background of low SES children in preschool years. Researchers have found that mothers who give children higher demand in joint book reading tend to have children with better language skills in the future. However, most of these researches were conducted in Western cultures. This paper examined mother-child book reading styles in different socio-economic classes in Taiwan. 32 mother-child dyads, 16 from upper-middle class and 16 from low income families, were asked to read a picture book with their children. Results showed that upper-middle mothers tended to encourage their children to narrate the story and discuss non-immediate information such as inference and prediction of plot elements. In contrast, low mothers tended to take story book reading as their responsibility without inviting children to participate and they produced more immediate talk such as labeling. Educational implications and suggestions for the future research will be discussed.

The development of language, writing and reading is crucial for pupils’ knowledge development in school. Interactive book reading has positive effects on pupils’ linguistic development and furthers their learning in school. Our study aims to find out how some teachers perceive their work with interactive book reading in preschool class and grade 3. The questions asked proceed from the didactic questions what, how and why. To achieve our aim and answer our questions, six interviews were held, three with teachers in preschool class and three with teachers in grade 3. Based on the interviews, categories were distinguished for each research question and similarities and differences between the two grades. The teachers describe interactive book reading as active participants and reflecting readers. In grade 3 the teachers work with established methods, while the majority of the teachers in preschool class work with models they have devised on their own. All the teachers state different reasons why they work with interactive book reading, but similar categories are revealed after analysis. The conclusion is that more training is needed in interactive book reading for teachers in preschool class.

This dissertation argues that the British philosopher, novelist and social critic William Godwin (1756-1836) used literary depictions and discussions of book-reading to negotiate public debates about the nature of the human mind. It takes an intellectual-historical approach to Godwin's representation of communications media, using this to illuminate the wider cultural significance of book-reading in Romantic-period Britain. I ultimately claim that for Godwin, the book-object became a literary presence and a conceptual tool by which he expressed and defended his belief in the reality and necessity of intellectual perfectibility. My first three chapters set the groundwork for this argument by exploring Godwin's treatment of 'The Matter of the Reader' (Chapter One), 'The Ethics of Novel-Reading' (Chapter Two), and 'The Discipline of Reading' (Chapter Three). As Godwin engaged with debates about materialism, literary form and education, he negotiated inherited ambivalence about the nature of the human mind and the conditions necessary for its vitality. Godwin's writing about reading exposes a fundamental tension that runs throughout his corpus: he consistently invested confidence in the mind and idealised its operation, yet was simultaneously preoccupied by theorising major threats to its development. My final two chapters argue that Godwin's writing about the book as a material medium provided an ongoing response to this tension. I show that his comparative evaluations of 'Social Media' (Chapter Four) and his literary rendering of books in terms of 'Bodies and Monuments' (Chapter Five) were contributions to debates about the powers of truth, death, and cultural memory. I conclude that Godwin used the book-object as a gesture of faith in the necessary perfection of human minds. This dissertation remaps Godwin's contribution to British culture by drawing attention to the crucial role book-reading played in his philosophy, fiction, essays and correspondence. In doing so, it highlights a rich vein of enquiry opened up by the growing 'interdiscipline' of media history: the cultural figuration of books and reading.

The relationships between different types of adult-support inferential book reading strategies and young children’s language and literacy competence were examined in 18 studies that included 1134 study participants. van Kleeck’s (2006) descriptions of two levels of inferencing and different types of inferential strategies at each level were used to code and analyze the patterns of correlations between the book reading strategies and the child outcomes. Results showed that parents’ and teachers’ use of different types of inferencing strategies were related to variations in the child outcomes, and that the effects of inferencing were conditioned on the children’s ages. Implications for practice are described.

The purpose of the study was to examine the feasibility of a dialogic book-reading intervention for bilingual preschool children with expressive vocabulary delays. The intervention was provided in English and Spanish concurrently to an experimental group of six children, while six children were in a delayed treatment control group. Dialogic book-reading has been shown previously to be effective with monolingual children, and the current study was the first to extend it to bilingual children. The children participating in the study were 22 – 41 months-old and were recruited from the waiting list of an agency providing speech-language services. The intervention was provided in English in the children’s homes by the primary investigator and in Spanish by the children’s mothers, who were trained in the techniques of dialogic book-reading. Thirty fifteen-minute sessions in each language using dialogic book-reading strategies were provided to each child in the intervention group over six weeks. The study examined the acquisition of ten target words selected for each child in English and Spanish separately, in addition to overall increases in the children’s vocabularies. The children in the intervention group learned significantly more target words in each language following the intervention than did the children in the control group. The children in the intervention group were also able to produce the acquired words at a delayed posttest six weeks following the posttest. The intervention also led to an improvement in the ability of the children in the intervention group to stay focused on book-reading tasks. The gains in the overall vocabulary of the children in the two groups did not differ significantly. The mothers’ evaluations of the intervention revealed their satisfaction with the approach. The mothers were successful in learning dialogic book-reading strategies and stated that they felt empowered to improve their child’s vocabulary development.

The purpose of the study was to examine the feasibility of a dialogic book-reading intervention for bilingual preschool children with expressive vocabulary delays. The intervention was provided in English and Spanish concurrently to an experimental group of six children, while six children were in a delayed treatment control group. Dialogic book-reading has been shown previously to be effective with monolingual children, and the current study was the first to extend it to bilingual children. The children participating in the study were 22 – 41 months-old and were recruited from the waiting list of an agency providing speech-language services. The intervention was provided in English in the children’s homes by the primary investigator and in Spanish by the children’s mothers, who were trained in the techniques of dialogic book-reading. Thirty fifteen-minute sessions in each language using dialogic book-reading strategies were provided to each child in the intervention group over six weeks. The study examined the acquisition of ten target words selected for each child in English and Spanish separately, in addition to overall increases in the children’s vocabularies. The children in the intervention group learned significantly more target words in each language following the intervention than did the children in the control group. The children in the intervention group were also able to produce the acquired words at a delayed posttest six weeks following the posttest. The intervention also led to an improvement in the ability of the children in the intervention group to stay focused on book-reading tasks. The gains in the overall vocabulary of the children in the two groups did not differ significantly. The mothers’ evaluations of the intervention revealed their satisfaction with the approach. The mothers were successful in learning dialogic book-reading strategies and stated that they felt empowered to improve their child’s vocabulary development.

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