Efter att vi kommit i kontakt med en tidningsartikel som handlade om barn som läste för en specialtränad hund, väcktes vår nyfikenhet för möjligheten att använda sig av djur i undervisningssyften. Vår utgångspunkt är att studera hur barn kan träna upp sina läsfärdigheter. Avgränsningen i studien innebär att vi har för avsikt att studera yngre barns, i årskurs 2, upplevelser av att läsa högt för ett djur. Vi valde att göra en kvalitativ undersökning i form av intervju, där 6 elever intervjuades, eftersom vi var intresserade av att studera elevers uppfattningar och tankar kring att läsa för ett djur. I resultatet har det framkommit att när eleverna talade om läsupplevelsen beskrev de att de fann det roligt att läsa för sin hund. Någon beskrev att det var samma som att läsa för föräldrar eller lärare och någon svarade att det var svårare att läsa för hunden då den inte kan hjälpa till vid uttal eller felläsning. Eleverna gav svar som pekade på att användandet av ett djur kan påverka lärmiljön positivt. Den litteratur vi tagit del av menar att barn ser djur som vänner och att de lätt kan skapa relationer till dem, samt att djur har en lugnande inverkan på barn vilket även bekräftas genom intervjuerna. I litteraturen framkommer det att djur är viktiga kommunikationspartner för barn. Inom det sociokulturella perspektivet betonas lärandet i ett socialt samspel. Vår slutsats är att närheten till djur, till vilket barn har en nära relation, kan utgöra en lustfylld metod för läsfärdighetsträning. / Since we came in contact with a newspaper article about children who were reading for special trained dogs, our curiosity for how we could use animals in teaching purposes was awaken. Our starting point is too study how the children can train theirs reading training skills. We delimited our study to the younger children, in second grade, and their experiences of reading aloud to an animal. We chose to do a qualitative study there we used interviews; we interviewed sex students, because we were interested to study the students understandings and thoughts about reading for an animal. In the result we saw that when the students talked about the reading experience they all mention that it was funny to read to their dog. Someone described it like it was the same as reading for the parents or teacher and some answered that it was harder to read to the dog because the dog couldn´t help with pronunciations or wrong readings. The students gave answer that pointed towards that animals can affect the teaching environment positively. The literature that we reed means that children see animals as their friends and they can easily create a relation to the animals. Animals have a calming effect on children which we got confirmed through the interview answers. In the literature it emerged that animals are important communication partners for children. Within the socioculturel perspective emphasizes the learning within a social interaction. Our conclusion is that closeness to animals, to which the children have a close relation to, can make content method to the reading training skills

<p>Efter att vi kommit i kontakt med en tidningsartikel som handlade om barn som läste för en specialtränad hund, väcktes vår nyfikenhet för möjligheten att använda sig av djur i undervisningssyften. Vår utgångspunkt är att studera hur barn kan träna upp sina läsfärdigheter. Avgränsningen i studien innebär att vi har för avsikt att studera yngre barns, i årskurs 2, upplevelser av att läsa högt för ett djur. Vi valde att göra en kvalitativ undersökning i form av intervju, där 6 elever intervjuades, eftersom vi var intresserade av att studera elevers uppfattningar och tankar kring att läsa för ett djur. I resultatet har det framkommit att när eleverna talade om läsupplevelsen beskrev de att de fann det roligt att läsa för sin hund. Någon beskrev att det var samma som att läsa för föräldrar eller lärare och någon svarade att det var svårare att läsa för hunden då den inte kan hjälpa till vid uttal eller felläsning. Eleverna gav svar som pekade på att användandet av ett djur kan påverka lärmiljön positivt. Den litteratur vi tagit del av menar att barn ser djur som vänner och att de lätt kan skapa relationer till dem, samt att djur har en lugnande inverkan på barn vilket även bekräftas genom intervjuerna. I litteraturen framkommer det att djur är viktiga kommunikationspartner för barn. Inom det sociokulturella perspektivet betonas lärandet i ett socialt samspel. Vår slutsats är att närheten till djur, till vilket barn har en nära relation, kan utgöra en lustfylld metod för läsfärdighetsträning.</p> / <p>Since we came in contact with a newspaper article about children who were reading for special trained dogs, our curiosity for how we could use animals in teaching purposes was awaken. Our starting point is too study how the children can train theirs reading training skills. We delimited our study to the younger children, in second grade, and their experiences of reading aloud to an animal. We chose to do a qualitative study there we used interviews; we interviewed sex students, because we were interested to study the students understandings and thoughts about reading for an animal. In the result we saw that when the students talked about the reading experience they all mention that it was funny to read to their dog. Someone described it like it was the same as reading for the parents or teacher and some answered that it was harder to read to the dog because the dog couldn´t help with pronunciations or wrong readings. The students gave answer that pointed towards that animals can affect the teaching environment positively. The literature that we reed means that children see animals as their friends and they can easily create a relation to the animals. Animals have a calming effect on children which we got confirmed through the interview answers. In the literature it emerged that animals are important communication partners for children. Within the socioculturel perspective emphasizes the learning within a social interaction. Our conclusion is that closeness to animals, to which the children have a close relation to, can make content method to the reading training skills</p>

本研究之目的在於探討家庭閱讀環境、教室閱讀環境與幼兒閱讀成效之關係，以及不同家庭社經地位之幼兒其幼兒閱讀成效之差異情形。幼兒閱讀成效在本研究為一整體的概念，包括幼兒閱讀態度、幼兒閱讀行為與幼兒閱讀能力(聲韻覺識、識字、閱讀理解)。 本研究以130位就讀台北市公立幼兒園大班五足歲幼兒及其父母與教師作為研究對象。事先發放家庭閱讀環境問卷、教室閱讀環境問卷請家長與教師填，學前兒童閱讀行為檢核表亦請家長與教師協助完成。最後為130位幼兒進行一對一個別施測(幼兒閱讀態度、幼兒閱讀能力─聲韻覺識、識字、閱讀理解)。 研究結果顯示，家庭社經地位高者，其幼兒的閱讀行為、聲韻覺識達顯著差異，但無論來自何種家庭社經地位，幼兒閱讀態度、識字與閱讀理解方面則無顯著差異。此外，家庭閱讀環境與幼兒閱讀成效間無顯著的相關性；教室閱讀環境其構面僅「教師對閱讀的支持」與幼兒閱讀行為達顯著相關，其他構面「閱讀空間及資源」、「閱讀課程與活動」、「同儕互動」與幼兒閱讀成效無顯著的相關性。 本研究針對統計結果進行分析與討論，並對家長、幼兒園教師及未來相關研究提供建議，期待能對幼兒閱讀成效在家庭閱讀環境、教室閱讀環境中的培養有所助益。 / The purpose of this study was to understand the relationship among home reading environment, kindergarten classroom reading environment and Child’s effects for reading, regardless of socio-economic status(SES).Their Child’s effects for reading includes young children reading attitudes, young children reading behavior and young children reading ability. Their literacy includes phonological awareness, word recognition, and reading comprehension. A total of 130 five-year-old young children and their teachers from public kindergartens participating in this study in Taipei, were given the Questionnaire of home reading environment and kindergarten classroom reading environment for their parents and teachers, and checklist of young children reading behavior for their parents and teachers. At last, individual test Child’s effects for reading one by one had been conducted (including young children reading attitudes, young children reading ability─phonological awareness, word recognition, and reading comprehension.). The results showed that the higher the socio-economic status, the better their young children reading behavior, and phonological awareness, but there is no differences in young children reading attitudes, word recognition, and reading comprehension. In addition, the home reading environment and child’s effects for reading have no significant correlation. The kindergarten classroom reading environments and child’s effects for reading have no statistically significantly relationship, only 「Support-to-read teaches」and young children reading behavior have statistically significant relationship. In this study, statistical analysis of the results and discussion for parents, kindergarten teachers and future research recommendations, is looking forward to helping Child’s effects for reading in the home reading environment and kindergarten classroom reading environment.

本研究旨在探討閱讀環境、玩興、父母創意教養與國小中、高年級學童科技創造力之關係。研究參與者來自台北市的國小中、高年級，有效樣本計374人。本研究所採用的研究工具包括「科技創造力測驗」、「家庭閱讀環境量表」、「班級閱讀環境量表」、「兒童玩興量表」及「父母創意教養量表」。資料分析所用之統計方法包括描述統計、單因子多變量變異數分析及線性結構模式分析。 本研究主要發現如下： 1.不同性別的三、五年級學童對家庭閱讀環境、班級閱讀環境、玩興的知覺皆無差異，但在父母創意教養的知覺上和科技創造力的表現上卻有差異。三、五年級女童對於父母創意教養的感知程度皆些微地優於男童；而三、五年級男童在整體創造力測驗上皆優於女童，且五年級男童比女童有更好的「視覺造型」表現。 2.不同年級的三、五年級學童在家庭閱讀環境、班級閱讀環境、玩興、父母創意教養的知覺程度上和科技創造力的表現上有顯著差異。五年級學童除了在科技創造力的表現上有高於三年級學童的傾向外，在閱讀環境、玩興、父母創意教養的知覺程度上皆有低於三年級學童的傾向。 3.三、五年級學童的家庭閱讀環境對其整體科技創造力表現分別有些微和明顯的正效果，而五年級學童在「精進力」指標的表現尤其顯著。 4.三年級學童的班級閱讀環境對其整體科技創造力表現有正效果，反之，五年級則無。而三年級學童在「視覺造型」指標的表現尤其顯著。 5.三、五年級學童的玩興對其整體科技創造力表現皆有正效果。三年級學童在「精進力」、「視覺造型」指標的表現較顯著，五年級則在「流暢力」、「精進力」上較顯著。 6.五年級學童的父母創意教養對其整體科技創造力表現有正效果，但三年級學童只對「視覺造型」指標之表現有正效果。而五年級學童在「精進力」指標之表現尤其顯著。 7.家庭閱讀環境、班級閱讀環境、玩興、父母創意教養似乎對三年級學童的「視覺造型」指標較有預測效果，而對五年級學童則是在「精進力」指標較有效果。 8.三、五年級學童皆透過閱讀環境、父母創意教養，先對玩興產生直接或間接效果，然後才對學童科技創造力產生間接的影響效果。 最後，本研究依據上述的研究結果進行討論，並提出相關建議，以供教育、心輔等相關人員在課程、教學與輔導上之參考。 / The main purpose of this study was to explore the relationships among reading environment, playfulness, creative parenting, and technological creativity of the third and fifth graders. The participants included 374 pupils from the elementary schools in Taipei City. The employed instruments in this study were the Test of Technological Creativity, the Inventory of Reading Environment in Family, the Inventory of Reading Environment in the Classroom, the Inventory of Playfulness, the Inventory of Creative Parenting. The employed analysis methods included Descriptives, One-Way Multiple Analysis of Variance, and Structural Equation Modeling. The main findings of this study were as follows: 1.While the girls of the third and fifth graders perceived higher degree of creative parenting than did the boys, the boys outperformed the girls in technological creativity, especially in the “visual design”. No gender differences in reading environment and playfulness were found, however. 2.There were significant grade differences in reading environment, playfulness, creative parenting, and technological creativity. More specifically, the fifth graders outperformed the third graders in technological creativity, but perceived lower degree of reading environment, playfulness, and creative parenting than did the third graders. 3.The third graders’ reading environment in family had a little positive effect on their performance of technological creativity. One the contrary, the fifth graders’ reading environment in family had a great positive effect on their performance of technological creativity, especially on that of “elaboration”. 4.The reading environment in the classroom had a positive effect on the third graders’ performance of technological creativity, especially on that of “visual design”. Such an effect, however, was not found among the fifth graders. 5.Playfulness had significant effects on both the third and fifth graders’ performance of technological creativity. More specifically, playfulness had positive effects on the scores of “elaboration” and “visual design” among the third graders and had positive effects on those of “fluency” and “elaboration” among the fifth graders. 6.Creative parenting had a positive effect on the fifth graders’ overall performance of technological creativity as well as on the score of “elaboration”. However, the positive effect of creative parenting was only found on score of “visual design” in the third grade. 7.While reading environment, playfulness, and creative parenting were effective predictors of the third graders’ performance in “visual design”, they were effective predictors of the fifth graders’ performance in “elaboration”. 8.The findings in this study suggest that the third and fifth graders’ personal trait of playfulness directly influence their development of technological creativity; meanwhile, their reading environment and creative parenting may influence their development of technological creativity directly or indirectly via playfulness. Finally, the researcher proposed some suggestions for educational instructions and future studies.

本研究旨在探討學前教師閱讀教學現況及其相關影響因素。本研究透過文獻分析以及結構式觀察研究法，以了解閱讀教學的現況及其相關影響因素。本研究之母群體為台北市公立幼稚園教師，採用立意取樣和隨機抽樣的方式，選取研究樣本共計35位教師。研究工具為自編之「學前教師閱讀教學現況檢核表」。使用SPSS套裝軟體，將所搜集的資料進行描述性統計、單因子變異數分析、二因子變異數分析、薛費法事後比較。 本研究之研究結論如下： 壹、學前教師閱讀教學現況 一、閱讀教學內涵 所有的教師會教授字彙知識、口頭語言中的語音和語用，以及閱讀理解中的表層理解，但是較少強調聲韻覺識中的音節辨義單位、拼音教學以及閱讀理解中的理解監控。 二、閱讀教學方法 學前教師在五個構面中最常使用的教學方法如下：(一)聲韻覺識：讓孩子聽唱押韻的詩歌；(二)字彙知識：製作姓名卡片，讓孩子認識自己的名字；(三)口頭語言：讓孩子唸讀押韻的短文；(四)背景知識：利用故事圖片，引導孩子瀏覽和討論；(五)閱讀理解：進行與故事書相關的活動，以增進背景知識。 三、閱讀環境 在閱讀環境的營造如下：(一)閱讀時間：不會每天安排團體閱讀時間，且缺少固定的自由閱讀時間；(二)閱讀空間：多有提供獨立的閱讀空間和開架書櫃；(三)文字環境：教師多有提供文字環境的佈置，如：字詞表、日曆…等(四)圖書資源：多有在教室放置大量的圖書資源和建立書籍借閱制度。 貳、影響學前教師閱讀教學之相關因素 不同的教學年資，對學前教師的閱讀空間營造有影響。不同的教師學歷，對閱讀教學沒有影響。不同的教師閱讀教學研習時數，對學前教師的閱讀教學內涵、方法和環境有影響。不同教學年資和教師學歷的交互因素，對學前教師背景知識教學內涵有影響。 / The main purpose of this study was to understand the status and related factors of preschool teachers’ teaching reading. Literature review and structure observation were adopted. The population was public preschool teachers in Taipei city. By means of purposive sampling and random sampling, the samples included 35 teachers. The research instrument, the status of preschool teachers’ teaching reading chick list, was designed from literature by myself. The observation data was analyzed statistically by description statistics, one-way ANOVA, two-way ANOVA, and the Scheffé method through the use of SPSS. The major results are summarized in the following: A. The status of preschool teachers’ teaching reading a. the content of teaching reading All of the preschool teachers would teach vocabulary knowledge, pronunciation and language use of oral language, and surface comprehension of reading comprehension, but stress less on the tone, combining sounds of phonological awareness, and comprehension motoring of reading comprehension. b. the methods of teaching reading The methods of teaching reading using frequently in 5 dimensions: (a) Phonological awareness: Let children listen and sing rhyming poetry. (b) Vocabulary knowledge: To make children’s name cards. (c) Oral language: Let children read the rhyming short essay. (d) Background knowledge: To guided children flipping through the pictures of book and discussing. (e) Reading comprehension: To precede the relative actives. c. reading environment The reading environment includes 4 dimensions: (a) Reading time: The team reading time wasn’t arranged everyday. (b) Reading space: Most teachers would provide the independent space and an open shelf. (c) Print environment: Most teachers would decorate the classroom with the vocabulary agenda, a calendar, etc. (d) Book resources: Most teachers would establish a book-loaning system. B. The related factors of preschool teacher’s teaching reading Different working experiences influenced the reading space. Different educational backgrounds didn’t influence teaching reading. Different extended education hours influenced teaching reading. Different working experiences and different educational backgrounds influenced the background knowledge of reading .