請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/6478
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 雷庚玲(Keng-Ling Lay) | |
dc.contributor.author | Shu-Chuan Wu | en |
dc.contributor.author | 吳淑娟 | zh_TW |
dc.date.accessioned | 2021-05-17T09:14:05Z | - |
dc.date.available | 2012-09-01 | |
dc.date.available | 2021-05-17T09:14:05Z | - |
dc.date.copyright | 2012-08-22 | |
dc.date.issued | 2012 | |
dc.date.submitted | 2012-08-17 | |
dc.identifier.citation | Ko, Chan, Chang, & Yo: 柯華葳、詹益綾、張建妤、游雅婷 (2008)。「PIRLS2006報告:台灣四年級學生閱讀素養」.台北:PIRLS台灣中心。
Chang, & Liu: 張鑑如、劉惠美 (2011)。親子共讀研究文獻回顧與展望。「教育心理學報」,43,112-133。. Aram, D. (2008). Parent-child interaction and early literacy development. Early Education and Development, 19, 1-6. Arnold, D H., & Doctoroff, G. L. (2003). The early education of socioeconomically disadvantaged children. Annual Review of Psychology, 54, 517-545. doi: 10.1146/annurev.psych.54.111301.145442 Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001). Parents' interactions with their first-grade children during storybook reading and relations with subsequent home reading activity and reading achievement. Journal of School Psychology, 39, 415-438. doi: 10.1016/S0022-4405%2801%2900082-6 Baker, L., & Scher, D. (2002). Beginning readers' motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23, 239-269. doi: 10.1080/713775283 Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32, 69-82. doi: 10.1207/s15326985ep3202_2 Baker, L., Sonnenschein, S., & Gilat, M. (1996). Mothers' sensitivity to the competencies of their preschoolers on a concept-learning task. Early Childhood Research Quarterly, 11, 405-424. doi: 10.1016/S0885-2006%2896%2990014-9 Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4, 1-103. Belsky, J., Rha, J.H., & Park, S.Y. (2000). Exploring reciprocal parent and child effects in the case of child inhibition in US and Korean samples. International Journal of Behavioral Development, 24, 338-347. Bergin, C. (2001). The parent-child relationship during beginning reading. Journal of Literacy Research, 33, 681-706. doi: 10.1080/10862960109548129 Berlin, L. J., Brooks-Gunn, J., Spiker, D., & Zaslow, M. J. (1995). Examining observational measures of emotional support and cognitive stimulation in Black and White mothers of preschoolers. Journal of Family Issues, 16, 664-686. doi: 10.1177/019251395016005008 Bingham, G. E. (2007). Maternal literacy beliefs and the quality of mother-child book-reading interactions: Assoications with children's early literacy development. Early Education & Development, 18, 23-49. doi: 10.1080/10409280701274428 Britto, P. R., Brooks-Gunn, J., & Griffin, T. M. (2006). Maternal reading and teaching patterns: Associations with school readiness in low-income African American families. Reading Research Quarterly, 41, 68-89. doi: 10.1598/RRQ.41.1.3 Burchinal, M. R., & Campbell, F. A. (1997). Early intervention and mediating processes in cognitive performance of children of low-income. Child Development, 68, 935. doi: 10.1111/1467-8624.ep9711052087 Bus, A. G., Belsky, J., van Ijzendoorn, M. H., & Crnic, K. (1997). Attachment and bookreading patterns: A study of mothers, fathers and their toddlers. Early Childhood Research Quarterly, 12, 81-98. doi: 10.1016/S0885-2006%2897%2990044-2 Bus, A. G., & van Ijzendoorn, M. H. (1997). Affective dimension of mother-infant picturebook reading. Journal of School Psychology, 35, 47-60. doi: 10.1016/S0022-4405%2896%2900030-1 Bus, A. G., van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21. doi: 10.2307/1170476 Chao, R. K. (2001). Extending research on the consequences of parenting style for Chinese Americans and European Americans. Child Development, 72, 1832-1843. Chao, R. K. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65, 1111-1119. doi: 10.2307/1131308 Chen, X., Liu, M., Li, B., Cen, G., Chen, H., & Wang, L. (2000). Maternal authoritative and authoritarian attitudes and mother-child interactions and relationships in urban China. International Journal of Behavioral Development, 24, 119-126. doi: 10.1080/016502500383557 Chen, F. M., & Luster, T. O. M. (2002). Factors related to parenting practices in Taiwan. Early Child Development and Care, 172, 413-430. Cheung, C. S.S., & Pomerantz, E. M. (2011). Parents' involvement in children's learning in the United States and China: Implications for children's academic and emotional adjustment. Child Development, 82, 932-950. Coplan, R. J., Hastings, P. D., Lagace-Seguin, D. G., & Moulton, C. E. (2002). Authoritative and authoritarian mothers' parenting goals, attributions, and emotions across different childrearing contexts. Parenting: Science and Practice, 2, 1-26. Culp, A. M., Hubbs-Tait, L., & Culp, R. E. (2000). Maternal parenting characteristics and school involvement: Predictors of kindergarten cognitive competence among Head Start children. Journal of Research in Childhood Education, 15, 5-17. doi: 10.1080/02568540009594772 DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Developmental Psychology, 16, 1-20. doi: 10.1016/0193-3973%2895%2990013-6 DeBaryshe, B. D., & Binder, J. C. (1994). Development of an instrument for measuring parental beliefs about reading aloud to young children. Perceptual and Motor Skills, 78, 1303-1311. Dodici, B. J., Draper, D. C., & Peterson, C. A. (2003). Early parent-child interactions and early literacy development. Topics in Early Childhood Special Education, 23, 124-136. doi: 10.1177/02711214030230030301 Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64, 830-847. Edgington, C. R. (2007). The relation between parenting goal and parenting strategy in positive and negative child behavior contexts: An experimental analysis. (Doctoral dissertation). Retrieved from http://pqdd.sinica.edu.tw/ddc_open_link.htm?type=ddc&app=13&doi=3274622 Evans, M. A., Barraball, L., & Eberle, T. (1998). Parental responses to miscues during child-to-parent book reading. Journal of Applied Developmental Psychology, 19, 67-84. Evans, M. A., Moretti, S., Shaw, D., & Fox, M. (2003). Parent scaffolding in children's oral reading. Early Education and Development, 14, 363-388. doi: 10.1207/s15566935eed1403_5 Evans, M. A., Shaw, D., & Bell, M. (2000). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54, 65-75. Fitzgerald, J., Schuele, C., & Roberts, J. E. (1992). Emergent literacy: What is it and what does the teacher of children with learning disabilities need to know about it? Reading & Writing Quarterly: Overcoming Learning Difficulties, 8, 71-85. doi: 10.1080/0748763920080108 Fitzgerald, J., Spiegel, D. L., & Cunningham, J. W. (1991). The relationship between parental literacy level and perceptions of emergent literacy. Journal of Reading Behavior, 23, 191-213. Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25, 64-103. doi: 10.1016/j.dr.2004.08.009 Frosch, C. A., Cox, M. J., & Goldman, B. D. (2001). Infant-parent attachment and parental and child behavior during parent-toddler storybook interaction. Merrill-Palmer Quarterly-Journal of Developmental Psychology, 47, 445-474. Goldberg, S., MacKay-Soroka, S., & Rochester, M. (1994). Affect, attachment, and maternal responsiveness. Infant Behavior & Development, 17, 335-339. doi: Goodsitt, J., Raitan, J.G., & Perlmutter, M. (1988). Interaction between mothers and preschool children when reading a novel and familiar book. International Journal of Behavioral Development. 11, 489-505. Grusec, J. E., & Goodnow, J. J. (1994). Impact of parental discipline methods on the child's internalization of values: A reconceptualization of current points of view. Developmental Psychology, 30, 4-19. Haden, C. A., Reese, E., & Fivush, R. (1996). Mothers' extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse Processes, 21, 135-169. Hastings, P. D., & Grusec, J. E. (1998). Parenting goals as organizers of responses to parent-child disagreement. Developmental Psychology, 34, 465-479. Ho, C. S. H., & Bryant, P. (1997). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33, 946-951. Hui, Z., & Salili, F. (2008). Intrinsic reading motivation of Chinese preschoolers and its relationships with home literacy. International Journal of Psychology, 43, 912-916. doi: 10.1080/00207590701838147 Huntsinger, C. S., Jose, P. E., Liaw, F. R., & Ching, W. D.. (1997). Cultural differences in early mathematics learning: A comparison of Euro-American, Chinese-American, and Taiwan-Chinese families. International Journal of Behavioral Development, 21, 371-388. doi: 10.1080/016502597384929 Hayden, H.M.R., & Fagan, W.T. (1987). Keeping it in context: Strategies for enhancing literacy awareness. First Language, 7, 159-171. Ispa, J. M., Fine, M. A., Halgunseth, L. C., Harper, S., Robinson, J., Boyce, L., Brady-Smith, C. (2004). Maternal intrusiveness, maternal warmth, and mother–toddler relationship outcomes: Variations across low-income ethnic and acculturation groups. Child Development, 75, 1613-1631. doi: 10.1111/j.1467-8624.2004.00806.x Johnston, J. R., & Wong, M. Y. A. (2002). Cultural differences in beliefs and practices concerning talk to children. Journal of Speech, Language & Hearing Research, 45, 916-926. Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11, 17-29. Karrass, J., & Braungart-Rieker, J. M. (2005). Effects of shared parent-infant book reading on early language acquisition. Journal of Applied Developmental Psychology, 26, 133-148. doi: 10.1016/j.appdev.2004.12.003 Kelly, J. F., Morisset, C. E., Barnard, K. E., Hammond, M. A., & Booth, C, L. (1996). The influence of early mother--child interaction on preschool cognitive/linguistic outcomes in a high-social-risk group. Infant Mental Health Journal, 17, 310-321. Kelley, M. L., & Tseng, H.M. (1992). Cultural differences in child rearing. Journal of Cross-Cultural Psychology, 23, 444-455. Knight, G. P., Guthrie, I. K., Page, M. C., & Fabes, R. A. (2002). Emotional arousal and gender differences in aggression: A meta-analysis. Aggressive Behavior, 28, 366-393. doi: Doi 10.1002/Ab.80011 Landry, , Smith, K. E., Miller-Loncar, C. L., & Swank, P. R. (1997). Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk. Developmental Psychology, 33, 1040-1053. Landry, S. H., Smith, K. E., Swank, P. R., Assel, M. A., & Vellet, S. (2001). Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary? Developmental Psychology, 37, 387-403. Landry, S. H., Smith, Ka. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2012). The effects of a responsive parenting intervention on parent-child interactions during shared book reading. Developmental Psychology, 48, 969-986. doi: 10.1037/a0026400 Lay, K, L., & Chen, L.J. (2010). Play behaviors of mothers of preschoolers: Attachment and cultural comparison. Chinese Journal of Psychology, 52, 397-424. Leseman, P. P., & de Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation, and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33, 294-318. doi: 10.1598/RRQ.33.3.3 Li, H., & Rao, N. (2000). Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong, and Singapore. International Journal of Behavioral Development, 24, 82-90. doi: 10.1080/016502500383502 Lin, C C., & Fu, V. R. (1990). A comparison of child-rearing practices among Chinese, immigrant Chinese, and Caucasian-American parents. Child Development, 61, 429-433. Lonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14, 303-323. Lynch, J. (2002). Parents' self-efficacy beliefs, parents' gender, children's reader self-perceptions, reading achievement and gender. Journal of Research in Reading, 25, 54-67. doi: 10.1111/1467-9817.00158 Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. In E H. Mussen (Series Ed.) & E. M. Hetherington (Vol. Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (pp. 1-102). New York: Wiley. Meagher, S. M., Arnold, D. H., Doctoroff, G. L., & Baker, C. N. (2008). The relationship between maternal beliefs and behavior during shared reading. Early Education and Development, 19, 138-160. Neuman, S. B., & Gallagher, P. (1994). Joining together in literacy learning: Teenage mothers and children. Reading Research Quarterly, 29, 382-401. doi: 10.2307/747786 Ortiz, C., Stowe, R. M., & Arnold, D. H. (2001). Parental influence on child interest in shared picture book reading. Early Childhood Research Quarterly, 16, 263-281. Pellegrini, A. D., Brody, G. H., & Sigel, I. E. (1985). Parents' teaching strategies with their children: The effects of parental and child status variables. Journal of Psycholinguistic Research, 14, 509-521. doi: 10.1007/BF01067382 Phillips, G., & McNaughton,S.(1990). The practice of storybook reading to preschool children in mainstream New Zealand families. Reading Research Quarterly, 25, 196-212. Reese, E., & Cox, A. (1999). Quality of adult book reading affects children's emergent literacy. Developmental Psychology, 35, 20-28. Roberts, J., J., J., & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech, Language,& Hearing Research, 48, 345-359. doi: 10.1044/1092-4388(2005/024) Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302. doi: 10.1006/drev.1994.1010 Scarborough, H. S., Dobrich, W., & Hager, M. (1991). Preschool literacy experience and later reading achievement. Journal of Learning Disabilities, 24, 508-511. doi: 10.1177/002221949102400811 Senechal, M.. & LeFevre, J. A. (2002). Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development, 73, 445-460. doi: 10.1111/1467-8624.00417 Senechal, M., LeFevre, J. A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116. doi: 10.1598/RRQ.33.1.5 Silvén, M., Niemi, P., & Voeten, M. J. M. (2002). Do maternal interaction and early language predict phonological awareness in 3- to 4-year-olds? Cognitive Development, 17, 1133-1155. doi: 10.1016/s0885-2014(02)00093-x Sommer, K. L.. (2010). The relationship between parenting styles, parental reading involvement, child behavior outcomes, child classroom competence, and early childhood literacy. (Master's thesis). Retrieved from http://pqdd.sinica.edu.tw/ddc_open_link.htm?type=ddc&app=13&doi=1481017 Sonnenschein, S., Baker, L., Serpell, R., Scher, D., Truitt, V. G, & Munsterman, K.. (1997). Parental beliefs about ways to help children learn to read: The impact of an entertainment or a skills perspective. Early Child Development and Care, 127, 111 - 118. Sonnenschein, S., & Munsterman, K.. (2002). The influence of home-based reading interactions on 5-year-olds' reading motivations and early literacy development. Early Childhood Research Quarterly, 17, 318-337. Sorsby, A. J., & Martlew, M. (1991). Representational demands in mothers' talk to preschool children in two contexts: Picture book reading and a modelling task. Journal of Child Language, 18, 373-395. doi: 10.1017/S0305000900011119 Stevenson, H. W., & Lee, S. Y. (1990). Contexts of achievement: A study of American, Chinese, and Japanese children. Monographs of The Society for Resesrch in Child Development, 55, 1-123. Stoltz, B. M., & Fischel, J. E. (2003). Evidence for different parent-child strategies while reading. Journal of Research in Reading, 26, 287-294. doi: 10.1111/1467-9817.00204 Tamis-LeMonda, C. S., Briggs, R. D., McClowry, S. G., & Snow, D. L. (2009). Maternal control and sensitivity, child gender, and maternal education in relation to children's behavioral outcomes in African American families. Journal of Applied Developmental Psychology, 30, 321-331. doi: 10.1016/j.appdev.2008.12.018 Tamis-LeMonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and mothers at play with their 2- and 3-year-olds: Contributions to language and cognitive development. Child Development, 75, 1806-1820. doi: 10.1111/j.1467-8624.2004.00818.x Torr, J. (2004). Talking about picture books: The influence of maternal education on four-year-old children's talk with mothers and pre-school teachers. Journal of Early Childhood Literacy, 4, 181-210. doi: 10.1177/1468798404044515 Torr, J, & Clugston, L. (1999). A comparison between informational and narrative picture books as a context for reasoning between caregivers and 4-year-old children. Early Child Development and Care, 159, 25-41. doi: 10.1080/0300443991590104 Vandermaas-Peeler, M., Nelson, J., Bumpass, C., & Sassine, B. (2009). Social contexts of development: Parent-child interactions during reading and play. Journal of Early Childhood Literacy, 9, 295-317. doi: 10.1177/1468798409345112 Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Contributions of the home literacy environment to preschool-aged children's emerging literacy and language skills. Early Child Development and Care, 176, 357-378. doi: 10.1080/03004430500063747 Whitehurst, G., Falco, F., Lonigan, C., Fischel, J., DeBaryshe, B., Valdez-Menchaca, M., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552-559. doi: 10.1037/0012-1649.24.4.552 Wu, C. C. (2007). Reading beliefs and strategies of taiwanese mothers with preschoolers in relation to the childrens emergent literacy. (Doctoral dissertation). Retrieved from http://pqdd.sinica.edu.tw/ddc_open_link.htm?type=ddc&app=13&doi=3266328 Wu, C. C, & Honig, A. S. (2010). Taiwanese mothers' beliefs about reading aloud with preschoolers: Findings from the parent reading belief inventory. Early Child Development and Care, 180, 647-669. doi: 10.1080/03004430802221449 Wu, S. C., Lue, H. C., & Tsengn, L. L. (2012). A pediatric clinic-based approach to early literacy promotion - Experience in a well-baby clinic in Taiwan. Journal of Formosa Medical Association, 111, 258-264. Xu, Y., Farver, J. A. M., Zhang,Z., Zeng,Q., Yu,L & Cai, B. (2005). Mainland Chinese parenting styles and parent-child interaction. International Journal of Behavioral Development, 29, 524-531. doi: 10.1080/01650250500147121 Zhang, J. (2004). Early reading and writing development among chinese kindergarten children in montessori and traditional chinese schools. (Mater thesis). Retrieved from http://pqdd.sinica.edu.tw/ddc_open_link.htm?type=ddc&app=13&doi=MQ95404 | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/6478 | - |
dc.description.abstract | 西方研究顯示,親子共讀時的社會情緒互動與父母的共讀技巧皆可預測孩童的閱讀動機,而閱讀動機與日後的讀寫能力及學業成就有關。華人父母原即十分注重子女的學業成就,然親子共讀並非傳統華人家庭慣常之互動方式。本研究之目的即在觀察華人母親在親子共讀時所顯示的社會情緒互動行為和共讀技巧,並探討其對孩童閱讀動機的預測力。為能在臨床上給予家長適性之共讀建議,本研究並檢驗孩童性別及母親教育程度如何調節母親共讀行為與閱讀動機之關係。本研究並自行發展觀察登錄系統,以捕捉在重視學業之文化思維下的台灣母親的親子共讀行為。共有51對母親與其50至60個月大(M = 55.22)的學齡前孩童完成相隔一至二週的兩次10分鐘的共讀活動錄影,再以時間取樣法登錄母親行為。觀察系統共分兩大向度,並將「社會情緒表達」向度再分成以孩童為中心的行為、以父母為中心的行為兩個次向度;也將「認知與語言教導」向度再分成教導、闡述、封閉性問題,以及開放性問題四個次向度。以母親評量的孩童日常閱讀興趣及觀察者評量之孩童在共讀當時的參與度為結果變項之階層迴歸分析顯示:(1)以孩童為中心的行為可正向預測孩童共讀時的參與度,但無法預測孩童的閱讀興趣;以父母為中心的行為則可負向預測孩童的閱讀興趣和參與度。(2)母親之封閉性問題,對孩童的閱讀興趣有負向預測力。(3)女孩比男孩有較高的閱讀興趣,但孩童性別無法預測共讀參與度。(4)母親的教育程度可調節以父母為中心的行為以及闡述行為對孩童共讀參與度的預測效果。(5)母親的教育程度亦可調節以孩童為中心的行為對孩童閱讀興趣的預測力。藉由本研究所發展之父母共讀行為登錄系統,顯示華人母親的教導行為對閱讀動機沒有顯著影響,但其在親子共讀時以自我為中心的社會情緒表達,如批評、要求速度、不回應等,在兒童的日常閱讀興趣上扮演了負向的角色。以孩童為中心的共讀行為則對母親教育程度較低的孩童之閱讀興趣有正向作用。 | zh_TW |
dc.description.abstract | Prior research in the Western societies has revealed both the socioemotional interaction and parental reading strategies during parent-child joint-reading sessions significantly predicted children’s reading motivation. Children’s reading motivation, in turn, is related to their later literacy development and school success. Although Chinese parents are much concerned with their children’ academic achievement, shared reading is not a common activity in traditional Chinese families. The goal of this study is to investigate how Chinese mothers’ socioemotional behaviors and joint-reading skills may predict preschoolers’ reading motivation. In order to give Taiwanese parents sensible suggestion suitable for their family background about the way to implement joint-reading activities, this study also examined the moderating effect of child’s sex and maternal education level on the relation between maternal behaviors and child’s reading motivation. A coding scheme was developed in this study to capture the culture-specificity of Chinese mothers’ joint reading behaviors. Fifty-one mothers and their 50- to 60-month-old preschoolers completed two 10-minute joint-reading sessions 7 to 14 days apart. Maternal behaviors were coded into two major behavioral aspects by time sampling method. The aspect of Socioemotional Expression was further divided into two dimensions of Child-Centered Behavior and Parent-Centered Behavior. The aspect of Cognitive/Linguistic Guidance was further divided into four dimensions of Teaching, Elaboration, Specific Question, and Open-Ended Question. Hierarchical regression analyses on maternal rating of child’s everyday reading interest and observer’s rating of joint-reading engagement revealed the following results. (1) Mothers’ Child-Centered Behavior positively predicted child’s reading engagement, but did not predict child’s everyday reading interest. Parent-Centered Behavior inversely predicted child’s reading interest as well as engagement. (2) Specific Question asked by mothers inversely predicted child’s reading interest. (3) Girls showed more everyday reading interest than did boys, but gender could not predict child’s joint-reading engagement. (4) Maternal education level moderated the predictability of Parent-Centered Behavior and Elaboration on child’s joint-reading engagement. (5) Maternal education level also moderated the predictability of Child-Centered Behavior on child’s reading interest. The coding scheme developed in the current study helped revealed that Chinese mothers’ Teaching behavior per se would not harm children’s reading motivation. It was Parent-Centered Behavior, such as criticism, demand for reading tempo, and unresponsiveness, that played a negative role in children’s everyday reading interest. In addition, Child-Centered Behavior played a positive role in reading interest among preschoolers of mothers in the lower bracket of education level. | en |
dc.description.provenance | Made available in DSpace on 2021-05-17T09:14:05Z (GMT). No. of bitstreams: 1 ntu-101-R97227113-1.pdf: 1075344 bytes, checksum: 73042b1ae0fd33daad820ef5a659a385 (MD5) Previous issue date: 2012 | en |
dc.description.tableofcontents | Introduction
Preface ………………………………………………………….…….…..…. 1 Role of Parenting Quality in Shared Reading ………………….…….…..…. 6 Shared Reading in Chinese Society ………………………………….…....... 8 Reading Motivation of Chinese Children ……………………………….….. 13 Role of Child Gender and Mother’s education al level to Children’s Outcomes of Shared Reading …………………………….……………….………. 14 Behavioral Coding Scheme for Shared Reading Interaction …………….…. 17 Overview of the Current Study ……………………………………………... 28 Method Participants ………………………………………………………….….….. 36 Procedure ………………………………………………………………....… 37 Results Preliminary analyses ……….……….…………………..…………………... 46 Central analyses …………………………………………..……………..… 50 Discussion …………………………………………………..…………….…….. 64 References …………………………………………………..…………….……. 77 Appendix Appendix 1: Introduction form for kindergarten ………………..…………. 93 Appendix 2: Consent form for Kindergarten ………………………….…... 94 Appendix 3: Consent form (first time) ………………………………..…... 95 Appendix 4: Consent form (second time) ……………………………..…... 96 Appendix 5: Experimental introduction (the first time visit to the laboratory) 97 Appendix 6: Experimental introduction (the second time visit to the laboratory) ………………….…. 99 Appendix 7: Detailed coding definitions and examples …………………… 101 Appendix 8: Coding sheet ……………………………………………….… 106 Appendix 9: Examples of coding scheme during joint reading session …… 107 | |
dc.language.iso | en | |
dc.title | 華人母親之親子共讀行為與學齡前孩童之閱讀興趣及共讀參與度 | zh_TW |
dc.title | Chinese Mothers’ Joint-Reading Behaviors and Preschoolers’ Reading Interest and
Joint-Reading Engagement | en |
dc.type | Thesis | |
dc.date.schoolyear | 100-2 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 張鑑如(Chien-Ju Chang),周育如(Yu-Ju Chou) | |
dc.subject.keyword | 親子共讀,華人親職教養,以兒童為中心的行為,以父母為中心的行為,母親閱讀行為,閱讀動機, | zh_TW |
dc.subject.keyword | Shared Reading,Chinese Parenting,Child-Centered Behavior,Parent-Centered Behavior,Maternal Joint-Reading Behaviors,Reading Motivation, | en |
dc.relation.page | 107 | |
dc.rights.note | 同意授權(全球公開) | |
dc.date.accepted | 2012-08-17 | |
dc.contributor.author-college | 理學院 | zh_TW |
dc.contributor.author-dept | 心理學研究所 | zh_TW |
顯示於系所單位: | 心理學系 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
ntu-101-1.pdf | 1.05 MB | Adobe PDF | 檢視/開啟 |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。