19 38

,
12

ii

The Study of Electronic Sketchbook Teaching and Its Effects on Improving

Preschool Childrens Vocabulary and Speaking Ability

ABSTRACT

The purpose of this study is to investigate the effects of electronic

sketchbook on improving children vocabulary and speaking ability. The
subjects consisted of 38 5-year-old children. They were sampled from the
kindergarten classes of XX Elementary School of Kaohsiung County to carry
out this experimental study.
This study utilized two-factorsnonequivalent-control group design.the
experimental group was treated with teaching of electronic sketchbook for 12
weeks. The control group was treated with teaching of paper sketchbook. The
teaching programs were proceeded with the curriculum design of children
activity. We taught these two groups respectively with one kind of sketchbook
for one hour every week. After 12 week respective teachings, we compared the
teaching effects of these two different groups with each other. The dependent
variable of vocabulary was the most scores on Peabody Picture Vocabulary
Test-Revised. And the expressive language ability is the scores on The Test
Of Children Oral Expression. With the experimental data processed by
two-factor covariance analysis, we wanted to find out whether it have the
difference effects between different teaching groups and gender.
The result of this study indicated as follows:
1.After comparing the respective scores of these two groups on The Test Of
Children Oral Expression, there was insignificant interaction between different
iii

teaching groups and gender. On the main effect, there was insignificant
difference between genders. However, there was significant difference between
the experimental group and the control group. This means the grades of The
Test Of Children Oral Expression with teaching of electronic sketchbook was
better than those with teaching of paper sketchbook.
2.After comparing the respective scores of these two groups on Peabody
Picture Vocabulary Test-Revised, there was insignificant interaction between
different teaching groups and gender. On the main effect, there was
insignificant difference between genders. However, there was significant
difference between the experimental group and the control group. This means
the grades of Peabody Picture Vocabulary Test-Revised with teaching of
electronic sketchbook was better than those with teaching of paper sketchbook.
3.According to the analysis of the questionnaire survey of electronic
sketchbook teaching, we found most children like this teaching. Then
researcher gave specific suggestion according to the research results to
educational institution and preschool education teacher for their teaching.

Key wordselectronic sketchbookchildrenvocabularyspeaking ability

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4-4
4-5
4-6
4-7
4-8
4-9

viii


3-1

-------------------------------------------

ix

54

(2001)

(W.Stern)

(electronic sketchbook)

(
1999)

(1995)
1
23(1999)
2


(2000)

(Dotty & Byers, 2001; Greenlee-Moore & Smith, 1994

Matthew, 1997; Higgins & Cocks, 1999)

(electronic
sketchbook)
(http://children.cca.gov.tw/)
12 ()(
)()()()()(
)()()()(
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()

(oral express)

(1994)
(2003)

(
2006)

2002

12
12 ()()()(
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()()()(
) 12
12

()

(W.Stern)(Chomsky)
(Piaget)(Vygotsky)
(C. M. Waddle)(M. E. Smith)
(M. M. Nice)

(
1984)(Hurlock,1978)

10

(
2004199919951990)

--

(one-word sentence)--

11

(several-word sentence)-

--

(compound sentence)--

12

(language acquisition
device,LAD)

(
19942004)

(1994
2004)

13

(
1995)(
1995)

14

1999)

language

15

acquisition device,LAD)

C. M. Waddle)M. E. Smith)
M. M. Nice)
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1-1

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118Smith

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3)

17


1-2

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295

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(19901998)

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Halliday,1982
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Jaggar,1985

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(19901993Strickland & Taylor,1989)

22

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(199619971993
19761995)

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24

Axia & Baroni(1985)

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25

(Hurlock)

26

2-1
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20

27

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(2003)

(2003)

28

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(2001)

(2001)

29

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(2001)

(1999)

(1999)

(1992)

30

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72 4-7

(2006)

(2005)

(2004)

(2000)

(2000)

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Philip
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BaRker(1992)

36

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(talking book)

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2004)

39

40

41

42

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96

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43

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(2004)

44

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287

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45

2-3

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2001

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1994
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92

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L. E. Berk & A. Winsler
Scaffolding Childrens LearningVygotsky
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2004
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Human

Development Updated Seventh Edition

2006

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93

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42-48

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1998

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95

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2001
http//www.iest.edu.tw/study/Chinese/talking/index.htm

96

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1996

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99


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age levels. Child Develoment, 56 , 918-927.

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Butler, A.,& Turbill, J.(1984).Towards a reading-writing classroom.

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