Diehl Sylvia F, Vaughn Bobbie
Department of Communication Sciences and Disorders, University of South Florida, Tampa, Florida 33620, USA.
Semin Speech Lang. 2010 May;31(2):111-21. doi: 10.1055/s-0030-1252112. Epub 2010 Jun 2.
This study investigated the impact of discourse on engagement in shared storybook reading in children who are language impaired and hard to engage. Although active participation in shared storybook reading in children who are typically developing is well defined, research has shown that the engagement of children with language disorders differ as a result of adult reading styles. To investigate the influence of reading style on children who were hard to engage, four shared storybook-reading sessions were analyzed. Within the highly engaged sessions studied, several discourse features were identified that were supportive of the engagement of children with language impairment who were difficult to engage. These features were a balance of requests and responses between clinician and child, use of various scaffolding measures, and a focus on content through the use of pausing, inflection, and volume. The discourse patterns identified were additional to the strategies associated with dialogic book-reading literature focused on active participation.
本研究调查了话语对语言障碍且难以参与互动的儿童在共享绘本阅读中参与度的影响。虽然对于发育正常儿童在共享绘本阅读中的积极参与已有明确界定，但研究表明，由于成人的阅读方式不同，有语言障碍儿童的参与情况也存在差异。为了调查阅读方式对难以参与互动的儿童的影响，对四次共享绘本阅读环节进行了分析。在所研究的高度参与环节中，确定了几个有助于难以参与互动的语言障碍儿童参与的话语特征。这些特征包括临床医生与儿童之间请求与回应的平衡、使用各种支架式教学措施，以及通过停顿、语调变化和音量来关注内容。所确定的话语模式是对与注重积极参与的对话式绘本阅读文献相关策略的补充。
