一本圖書，一段對話：同有特殊需要嘅幼兒一齊睇書，研究點講？ One Book, One Conversation: What Research Says About Reading Together with Young Children with Additional Needs

作者 Byline：周Sir／chausir.com

本文由 AI 協助整理公開資料。 This article summarises public research with AI assistance.

1. 呢份研究做咗啲咩 ｜ What the study looked at

中文美國科羅拉多大學丹佛分校同華盛頓大學嘅研究團隊，喺 2025 年發表咗一篇系統性文獻回顧，整理咗 22 項研究，睇吓由家人帶住有特殊需要嘅幼兒一齊睇書（親子共讀）嘅做法，同埋見到啲咩結果。[1]

EnglishA research team from the University of Colorado Denver and the University of Washington published a systematic literature review in 2025. It brought together 22 studies on families reading books with young children with additional needs (shared book reading), looking at how families did it and what was found. [1]

2. 家長睇書時用咩方法 ｜ What parents did while reading

中文研究入面嘅計劃，大多係教家長喺睇書時用一啲簡單方法，例如：

• 問開放式問題，例如「你估佢跟住會點？」

• 講完一句之後停一停，等孩子有機會回應 [1]

EnglishMost programmes in the review showed parents a few simple ways to read together, such as:

• Asking open-ended questions, like "What do you think happens next?"

• Pausing after a sentence so the child has a chance to respond [1]

3. 研究發現 ｜ What the study found

中文整體嚟講，參加嘅家人更多用到呢啲睇書方法，而孩子嘅語言表現亦見到正面變化。不過，好少研究有睇其他方面，例如輪流對答同投入程度，所以呢啲範疇仲未有足夠資料。另一個發現係：22 項研究之中，除咗一項之外，全部都係用當地主流語言進行，唔理孩子屋企平時講咩語言。[1]

EnglishOverall, family members used these reading strategies more, and positive changes in children's language were seen. However, only a few studies looked at other areas such as turn taking and engagement, so there is not yet enough information on these. Another finding: in all but one of the 22 studies, reading was done in the main local language, whatever language the child used at home. [1]

4. 讀研究時要留意 ｜ Reading the findings with care

中文呢篇係文獻回顧，綜合咗唔同研究嘅結果，只可以話親子共讀同孩子語言表現「有關聯」，唔可以話睇書一定會帶來某種轉變。每個孩子都有自己嘅節奏，研究結果係一個參考方向，唔係一把尺。[1]

EnglishThis is a literature review that brings different studies together. It can show that reading together is linked with children's language, but it cannot show that reading will always lead to a particular change. Every child has their own pace, and research findings are a direction to consider, not a measuring stick. [1]

5. 香港家長可以點做 ｜ Small steps for Hong Kong parents

中文呢篇回顧都收錄咗一項香港研究：2005 年，香港學者喺幼稚園同初小，同聽力有困難嘅學生做「對話式閱讀」活動。[1][2]

香港好多家庭會夾雜廣東話、英文同普通話。研究見到大部分計劃都用當地主流語言，但家長唔使擔心「一定要用英文書」。用自己最自然、最有感情嘅語言同孩子睇書，對話先會流暢。可以試吓：

• 每日由 10 分鐘開始，揀孩子有興趣嘅主題

• 唔一定要讀晒每一個字，多啲指住圖畫問「呢個係咩？」

• 問完或者講完停一停，等孩子用自己嘅方式回應，一個眼神、一個手勢都算

• 如果孩子對書未有興趣，可以由翻翻書、有聲書或者自製家庭相簿開始

• 香港公共圖書館有好多兒童圖書，可以免費借

喺 CRP（Communication, Relationship, Parenting）嘅角度，一齊睇書正正係日常嘅溝通同關係時刻。重點唔係讀完幾多本，而係一齊傾、一齊笑。

EnglishThe review also included one Hong Kong study: in 2005, researchers in Hong Kong ran a dialogic reading programme with deaf and hard-of-hearing children in kindergarten and early primary school. [1][2]

Many Hong Kong families mix Cantonese, English and Putonghua. Most programmes in the review used the main local language, but parents do not need to worry that books "must be in English". Reading in the language that feels most natural and warm to you helps the conversation flow. You might try:

• Start with 10 minutes a day, choosing a topic your child enjoys

• You do not have to read every word; point to the pictures and ask "What's this?"

• After a question or a sentence, pause and let your child respond in their own way; a look or a gesture counts too

• If your child is not into books yet, start with lift-the-flap books, audiobooks or a homemade family photo album

• Hong Kong Public Libraries have many children's books you can borrow for free

From a CRP (Communication, Relationship, Parenting) point of view, reading together is an everyday moment of communication and connection. What matters is not how many books you finish, but talking and laughing together.

資料來源 ｜ Sources

1. Steed, E. A., Cuevas Dias, R., Baik, C., & Fettig, A. (2025). Family-Implemented Shared Book Reading with Children With Disabilities: A Systematic Literature Review. Topics in Early Childhood Special Education. Advance online publication. https://doi.org/10.1177/02711214251381529

2. Fung, P., Chow, B. W., & McBride-Chang, C. (2005). The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong. Journal of Deaf Studies and Deaf Education, 10(1), 82–95. https://doi.org/10.1093/deafed/eni005

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