Adapted shared reading at school for minimally verbal students with autism

Charlotte A Mucchetti

University of California Los Angeles, USA

對語言能力差的自閉症兒童缺少有效干預措施

難以與他人進行溝通及參與學習活動

班級參與

識字是基礎（對婷婷我要她看圖識字了，堅持每天寫名字，好不容易想堅持下去，寒假又到了，放假一個月，退步兩個月）

individuals with sufficient literacy skills are able to access a wider variety of text-based communication systems and use those systems more independently and fluently.

婷婷識字少，能力和婷婷姐還有李靜差了不是一點點

Sight word是一些常见的英文字，特别是在儿童的读本中会常出现的字，一般会鼓励儿童记忆这些字，让他们可以在不用任何拼读解码（例如基础语音教学法）技巧的辅助下，可以认这些字。 [1] 

在初期儿童的英文教材中，Sight word大约占了总字数的75%。儿童认得sight word的好处是在接触初级的教材时，要尝试阅读内容前就已认得其中大部份的单字，因此儿童可以专心的在教材的内容以及理解，而不用为了要对每个字进行拼读解码而中断阅读。全字教学的提倡者认为让学生认得大量的Sight word，有助于阅读的学习。 [1]

分享閱讀

分享閱讀是師生共同享受學習語文的過程，教師為孩子「搭建鷹架」邊讀邊指字為幼兒建立 形、音、義的觀念。以提問、引導或示範的方式教導如何用各種線索讀圖、認字、理解故事；使 用可預測性故事書，結合生活經驗，學習運用推測、假設等閱讀技巧，進行有意義的閱讀(王瓊珠， 2001；幸曼玲、陳欣希譯，2001；郭妙芳譯，2004)。孩子從社會互動中分享意義和知識，積極的 參與建構意義，教師在「最近發展區」內支持學生的學習(谷瑞勉譯，2001；Rogoff，1990)。教導 初學閱讀的幼兒時，要瞭解其日常生活經驗、興趣及閱讀經歷(林文韵，2006)；更要注意他們如何 利用文字語言線索去理解文本、建構意義、預測推論和自我修正。

（“耶~我喜歡閱讀！”— 幼兒園實施分享閱讀教學之研究 谷瑞勉 美和科技大學 兒童服務系教授 王怡靜 高雄鳳西國小 附幼教師）

Parent reading behaviors such as commenting, questioning, pointing, labeling, and waiting for child response were positively correlated with increased communication behavior from their children.

老師一邊指著句子裡的詞語一邊大聲讀出來（點讀機可以完成），提供機會讓孩子指認/說出詞語

For example, a page of the story depicting the characters reading a book in a library included pic- ture symbols for “read,” “book,” and “library” as well as a miniature book attached to the page with Velcro. Books were chosen based on the following characteristics: (a) simple storyline with concrete sequence of events, (b) concepts familiar to urban, elementary students, (c) lim- ited use of abstract concepts, and (d) simple, realistic illustrations.

response boards included four items (three from the book, one foreign), and items were arranged in a random order. Student response could include (a) verbal, (b) pointing, and/or (c) removing object/symbol/word and giving to the teacher. Teachers used a least to most prompting protocol as necessary to prompt students to the correct response.