林珊如Shan-ju Lin黃佳敏Jia Min Huang語言治療與聽力學系2026-03-199999/12/3120202020/6/16https://handle.ncl.edu.tw/11296/q2m38chttps://scholars.csmu.edu.tw/handle/123456789/6170重鑄(Recast)策略已被廣泛應用在臨床語言治療。然而，中文句型繁多，使用聚焦式重鑄逐一介入各種句型，過於耗時。因此本研究期望藉由增加廣泛式重鑄介入的語言處理深度 (即主動式輪替重鑄)，提升語言障礙兒童的語法能力。 本研究採單一受試者研究設計。受試者為7位8至9歲發展性語言障礙(developmental language disorder, DLD)學童，並依年齡、非語文智力測驗及語言測驗分數兩兩配對後，分派至實驗組(傳統重鑄加主動輪替重鑄)或控制組(傳統重鑄)。配對結果為3對受試者及1位無配對受試者(實驗組)。研究時程分為：基線期、介入期及追蹤期，皆為1週1次。基線期包含標準化語言測驗(華語學齡兒童溝通及語言能力測驗-語句結構分測驗、兒童口語理解測驗)施測及非標準化評估之故事重述。待受試者的平均單一語句動詞數連續3次表現穩定後，進入介入期。介入期為期6週，每次30分鐘。實驗組前15分鐘介入活動採傳統重鑄共讀繪本，後15分鐘依同一本繪本內容，進行主動式輪替重鑄，次數愈多愈好。控制組則是30分鐘介入活動皆採傳統重鑄進行繪本共讀。兩組每次介入結束後，皆進行故事重述測驗。介入結束3週後，受試者接受一次追蹤評估，評估內容同基線期。 研究結果顯示，在提升標準化測驗語句結構分數方面，傳統重鑄加主動式輪替重鑄成效可能優於傳統重鑄；在提升標準化測驗口語理解分數方面，傳統重鑄成效可能優於傳統重鑄加主動式輪替重鑄。本研究結果支持，透過提供豐富的語言刺激和增加介入過程語言處理深度，可能有助提升混合型DLD學童的口語理解能力，以及表達型及混合型DLD學童的語法表達能力。This study compared the effectiveness of active recast and traditional recast on grammar in school-age children with developmental language disorder (DLD). It was aimed to see whether in an active recast intervention, in which children were asked to also recast adult’s sentences, such active participation can further enhance children’s performance in sentence production.We recruited 7 school-age children with DLD (ages from 8;0 to 9;11), and assigned them into two groups, three in an experimental group (active recast), three in a control group (traditional recast), matching based on their scores on a nonvebal IQ test and a standardized language test. The intervention was scheduled once a week for 30 minutes, lasting for 6 weeks. Participants’ sentence comprehension and productions were measured using standardized tests and story retells at pre-intervention and a follow-up three weeks after. We also measured children’s sentence production in story retell at the end of each intervention session to track their progress during intervention. For each intervention session, the speech-language pathologist (SLP) applied traditional recast strategy and read a picture book with subject in both groups for the first 15 minutes. For the last 15 minutes, the SLP and child in the experimental group recasted each other's sentences based on the story they just read. One recast section included three turns from the child and SLP respectively. The more recast sections in an intervention session, the better. Children in the control group did the same thing in the other 15 minutes just like in the first 15 minutes.Our results showed that the children in the experimental group showed a greater gain in sentences production on a standardized test. These results inform SLPs that the active recast intervention is promising as to enhance grammatical ability of school-age children with DLD more effectively than traditional recast intervention, given the broad intervention and promotion of the depth of language processing are involved.學齡發展性語言障礙語法臨床介入語言處理深度school-age childrenDLDsyntaxinterventionthesis