Children with limited speech using graphic symbols for communication often express themselves predominantly through single symbols rather than symbol combinations. This study aimed to investigate the effect of an intervention strategy that was incorporated into shared storybook reading on the production of graphic symbol combinations. Three children between the ages of 7;9 (years;months) and 10;8 with limited speech and physical impairments participated in the study. A multiple probe design across behaviours (3 different types of semantic symbol combinations) was used, replicated across the 3 participants. Intervention entailed prompting the production of strategic symbol combinations (generated from a matrix) during shared storybook reading by using a prompting hierarchy. The participants’ production of combinations targeted during intervention as well as their ability to generalize to nontarget combinations from the matrix was monitored using a probe test (picture description task). All 3 participants showed some gains in acquiring the combinations and generalizing to nontarget combinations, as measured by the probe test. While 1 participant showed convincing effects, the other 2 showed lower effects. Lower effects may be partly ascribed to participant characteristics as well as to the discrepancies between the intervention and probe contexts. All participants performed better within the shared storybook reading context. Results suggest that the production of symbol combinations can be facilitated during shared storybook reading and that the matrix strategy promotes generalization to untrained semantic combinations. However, participant gains may not reflect immediately in formal testing situations. / Thesis (PhD)--University of Pretoria, 2012. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

字彙學習是語文能力重要的一環，許多教學也都是以提升孩童單字量之目的設計的，其中，故事閱讀活動就被推崇為是能以提供豐富情境的方式來增進孩童語文能力的有效策略。本研究主旨在探討繪本共讀對EFL國小學童字彙學習的影響，主要的研究方向有：(1) 圖文標指與引導問答教學對學童運用繪本學習字彙的影響; (2)不同教學引導方式對學生字彙保留量的影響; (3)不同教學引導方式對不同程度學生所產生的影響。 受試者為五十四位台北縣五年級國小學童，其字彙測驗成績則為資料分析來源。本研究主要發現有下列幾點。第一，圖文標指和引導問答教學對國小學童運用繪本學習字彙皆有助益。第二，圖文標指和引導問答教學對學童字彙保留量都有正面的影響。第三，英語學習高成就學生在運用繪本學習字彙上收穫比低成就學生多，其中，圖文標指教學對高成就以及低成就學生皆有助益；此外，總括來說，引導問答教學對高成就學生的字彙學習幫助最大。 最後，本文提供了教學者以及日後研究者相關建議，並期盼研究結果能帶給台灣英語老師一些字彙教學上的參考。 / Vocabulary plays an important role in children’s emergent literacy. Many instructions were developed to build children’s word knowledge. Among them, storybook reading is promoted to be an effective strategy that enhances children’s literacy by providing rich contexts. The purpose of the present study aims to examine the effects of the techniques of labeling (L) and labeling plus questioning (L+Q) for vocabulary teaching with storybook reading in EFL elementary school. The study is mainly concerned with three aspects: (1) the effects of L and L+Q on student’s vocabulary learning during shared storybook reading; (2) student’s retention of learned vocabulary affected by the two techniques; (3) the influence of the two techniques on students with diverse English proficiency. Participants were 54 fifth-grade elementary school students in Taipei County, and the data analysis was based on their performance of the Picture Vocabulary Test (PVT). The findings of the study are as follows. First, L and L+Q techniques were both beneficial for student’s receptive vocabulary learning during shared storybook reading. Second, both L and L+Q techniques were effective in retaining student’s word knowledge. Third, overall performance of students with high English proficiency (HEP) in PVT improved more significantly than that of students with low English proficiency (LEP). Besides, L technique was helpful for HEP and LEP’s receptive vocabulary learning, but not for HEP’s word retention. Moreover, HEP were most influenced by L+Q technique in vocabulary learning during shared storybook reading. Based on the findings of the present study, pedagogical implications and suggestions for future study were provided at the end of the thesis.

Nicolas de Vérone est un poète franco-italien du XIVe siècle, courtisan de Nicolas Ier d’Este, à qui il dédicace, en 1343, une de ses œuvres. Il a écrit 3 poèmes épiques de forme métrique identique mais d’inspirations profondément différentes : la Pharsale (3166 vers) raconte la guerre armée qui opposa César et Pompée en Thessalie pour la maîtrise de Rome, la Prise de Pampelune, ou Continuation de l’Entrée d’Espagne (6116 vers), est un récit qui se rattache à la tradition des aventures de Roland et de Charlemagne en Espagne avant la défaite de Roncevaux et la Passion (994 vers) narre les derniers jours de la vie du Christ.Ces 3 chansons de geste sont rédigées en franco-italien, cette langue hybride purement littéraire et probablement jamais parlée qui permet aux auteurs italiens d’adapter la geste et les héros français à un public aristocratique et bourgeois d’une Italie du Nord déjà pré-humaniste. Chacune puise son contenu à des sources clairement identifiées : les Fet des Romains, compilation française d’histoire ancienne du XIIe siècle, l’Entrée d’Espagne, épopée carolingienne d’un anonyme Padouan, la Chronique de Turpin et les Evangiles, auxquels il convient d’ajouter quelques légendes apocryphes largement répandues au Moyen Age.Les thématiques sont classiques et la lutte armée y occupe une place de choix mais le cadre des aventures narrées est singulièrement novateur en ce qu’il ne conserve aux différents éléments surnaturels de la tradition épique qu’une place minime et purement ornementale : le divin se réduit jusqu’à l’inconsistance et Dieu est un Dieu caché.Cela vient du fait que l’esprit de la chanson de geste est réinterprété à l’aune des conceptions pré-humanistes : le héros épique s’apparente désormais à un personnage romanesque et l’épaisseur psychologique qu’il gagne lui confère un statut nouveau d’homme placé au centre du monde. Le projet politique de Nicolas de Vérone est d’une étonnante modernité et prône une véritable démocratie, à l’image de la République romaine des libertés. Le sens moral de l’œuvre réserve à la prudence une place centrale en en faisant le fondement de toute action juste et droite.C’est que le sens philosophique des textes est lui-même tout à fait inédit : l’auteur concilie les vertus chrétiennes classiques et une sagesse néo-stoïcienne. Ainsi, l’humilité se fait ascèse et la mort héroïque du martyr de la foi s’apparente aux exemples des sages antiques. L’exigence de modération et la volonté de ne s’étonner de rien (nihil mirari) bien loin de la fortitudo épique, ainsi que le respect de sa nature apparaissent comme des impératifs nouveaux. Nicolas de Vérone ne nie pas la difficulté d’un tel idéal et réserve une place, à côté de la vertu absolue du sage, pour une sagesse domestique purement humaine et une parénétique. La morale s’est faite optative. / Nicolas of Verona was a 14th Century Franco-Italian poet, courtier to Nicolas Ist of Estonia, to whom, in 1343, he dedicated one of his works. He wrote 3 epic poems identical in their metrical form but each of profoundly different inspiration: La Pharsale (3166 verses) speaks of the military war between Caesar and Pompey of Thessaly for the control of Rome, la Prise de Pampelune, or Continuation de l’Entrée d’Espagne (6116 verses) is an account which relates to the traditional adventures of Roland and of Charlemagne of Spain prior to the defeat at Roncesvalles and the Passion (994 verses) narrates the last days of Christ.These 3 chansons de geste were written in Franco-Italian, a purely hybrid literary language which was probably never spoken but which enabled Italian authors to adapt la geste and French heroes for a already pre-humanist North Italian aristocratic and bourgeois audience. Each draws its content from clearly identifiable sources: The Fet des Romains, a French compilation of 12th Century ancient history, l’Entrée d’Espagne a Carolingian epic about an anonymous man from Padua, The Chronicles of Turpin and The Gospels to which it would be proper to add certain apocryphal captions commonly used in the middle ages.The set of themes are classical and the military struggle plays an important role but the setting of the adventures which are told is particularly innovative in that it only keeps a minimal and purely ornamental role for the supernatural elements of traditional epic: The divine is reduced to insubstantiality and God is a hidden God.This stems from the fact that the spirit of the chanson de geste was re-interpreted insofar as was possible in the pre-humanist conception. Henceforth the epic hero had similarities to storybook characters and the psychological depth he acquired conferred him a new status that of a man placed in the centre of the world. The political project of Nicolas of Verona was of an astonishing modernity and advocated a true democracy in the image of the freedom of the Roman Republic. The moral sense of the work reserves a central role for caution by making it the foundation of every fair and just action.The philosophical sense of the text is in itself totally original: the author reconciles classical Christian virtues and neo-stoic wisdom. Thus, humility becomes ascesism and the heroic death of the martyr for his faith is allied to that of an ancient sage. The demand for restraint and the determination to be surprised by nothing (nihil mirari), far from the epic fortitudo, as well as the respect for the nature of man appear as new imperatives. Nicolas of Verona doesn’t deny the difficulty of such an ideal and sets it along side that of the absolute virtue of the sage for purely human domestic wisdom and a parenetic. The moral is of the essence.

本研究旨在探究以可解碼英文故事書(decodable storybook)為主的英語教學，對低年級英語低成就學童的影響，特別是在此補救教學方案下，學童早期英語閱讀能力及學習態度之改變及表現，並探討造成其改變的可能原因。本研究分兩階段進行，第一階段先進行小規模的預試研究作為正式研究之準備，目的在測試選用的英語可解碼故事書做為教材是否適切、教學活動是否可行，並根據初探結果規劃正式研究。第二階段的正式研究，根據第一階段的結果改良部分測驗、增加閱讀讀本、以及增加教師訪談等質性資料，以期進一步探討此補救教學方案對於學童早期閱讀能力及學習態度的影響。 在正式研究中，研究對象為台北市某國小英語攜手班(補救教學班)之五名二年級學習低成就學童（學業表現為後15%至20%）。研究者選擇Scholastic Company所出版的某系列分級可解碼英語故事書之第一套部分冊數作為讀本，搭配由整體到細部的架構理念設計課程，發展出適合本校學童的補救教學方案，將字母拼讀技巧訓練融入自然有趣的閱讀情境中。 本研究為行動研究，透過以質性為主的資料蒐集法，包含課室錄影錄音觀察、訪談、多方文件彙集及前後測評量，來進行研究結果之分析詮釋。學童每週均接受一次教學(每次三節課，共120分鐘)，共持續十六週。經過一學期補救教學後，對照學童前後測評量及各種質性資料分析，發現學童在字母認讀、單字辨識、單字拼讀及學習態度上均有正向改變。本研究也發現，使用可解碼故事書的內容來設計閱讀及自然發音教學活動，的確有助於低成就學童早期閱讀能力及內在動機之提升。本研究之結果及教學建議可供未來國小補救教學之參考。 / The purpose of this study is to examine the effect of decodable storybook instruction on the early reading performances and learning attitudes of Taiwanese EFL lower-grade underachievers in an elementary school in Taipei. An attempt is also made to explore the possible reasons for any improvement among the underachievers’ with respect to this remedial program. The present study was conducted in two stages. A small-scale pilot study was implemented as a preparation for the formal study in advance. The purpose of the pilot study was to investigate if the reading text of the selected storybook series is appropriate for underachievers, the feasibility of the decodable storybook instruction and the effects of the instruction on learners’ early reading ability and learning attitudes. Afterwards, the formal study was revised in modifying some test words as well as the scoring procedure on the early reading assessments, adding more reading materials and qualitative data sources such as teacher interviews. In the formal study, the participants are one remedial English class of five second graders (whose academic performances were at the bottom 15% to 20% of the grade). The curriculum was based on the contents of a commercial series of decodable story books—Clifford Phonics Fun Reading Program—pack one. The researcher adopted the framework of whole-to-parts phonics instruction to integrate reading activities and phonics training in an interesting and meaningful reading context. A variety of reading activities integrating four skills were designed and based on the content and topic of the storybooks to rouse learners’ interest. Decodable CVC words embedded in the story series were then explicitly taught to learners to apply letter-sound knowledge in their reading process. This study triangulates action research with qualitative data using classroom observations (video or taping), interviews, assessment records, and document analysis. Data analysis interprets the study results. After the sixteen weeks of remedial instruction, a comparison between the results of pre-tests and post-tests showed some changes in learners’ early reading ability, including letter-sound recognition, word recognition and visual blending, as well as a positive change in learning attitudes. The other findings were as follows. (1) Multiple teaching activities generated from the decodable story book can be beneficial to learners’ early reading ability and learning motivation. (2) The decodable story book is an effective language learning medium for learners to apply their decoding skills as well as to provide them with an interesting reading context to lower their anxiety in learning English. Based on the findings, a number of suggestions and pedagogical implications are provided for EFL elementary school teachers and further studies in the remedial instruction field alike.