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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/9367

    Title: 聲韻覺識能力及口語詞彙知識與國小一至二年級學童字、詞閱讀發展之探究
    Authors: 宣崇慧;Hsuan, Chung-Hui;盧台華;Lu, Tai-Hwa
    Keywords: 聲韻覺識;音素覺識;音調覺識;口語詞彙知識;閱讀能力;讀字;讀詞;追蹤性研究;相關性研究;phonological awareness;phoneme awareness;tone awareness;odd man out test;receptive oral vocabulary knowledge;reading ability;character reading;word reading;longitudinal
    Date: 2006
    Issue Date: 2010-05-06 11:40:05 (UTC+8)
    Publisher: 亞洲大學
    Abstract: 本研究之目的在探索不同聲韻覺識能力(首音、介音、尾音、音調覺識)及口語詞彙知識與國小一至二年級學童字、詞閱讀發展之關係與影響。受試為台北市兩所國小一年級學童,共六十人。聲韻覺識能力、口語詞彙知識及字、詞閱讀能力為主要探討的變項,視知覺能力與非語文智力為控制變項。研究分相關分析與一年後的追蹤探究兩階段。相關分析結果顯示,當視知覺能力與智力控制後:聲韻覺識之聲調覺識能力與口語詞彙知識為相關度最高之變項。根據相關分析結果以聲調覺識能力為追蹤探討變項,比較聲調覺識高、中、低兒童一年後的字、詞閱讀發展情形。字、詞閱讀測驗以相同程序重複施測。結果發現,高、中組聲調覺識學童在一、二年級之字、詞閱讀表現無異,低組學童則顯著低於前兩組。雖然如此,低聲調覺識組學童一至二年級的字、詞閱讀成長幅度大於高、中組學童。研究者推測第二年閱讀差異表現可能是受累積讀字能力所影響,便進一步控制一年級讀字能力,看三組學童之讀詞能力是否仍有顯著差距。結果發現,當一年級之讀字能力控制後,三組學童二年級之讀詞能力並無顯著差異。由此推論,一年級聲調覺識能力雖與字、詞閱讀表現有關,但二年級之字、詞閱讀表現主要受一年級識字量所影響。
    The purpose of this study is to investigate the relationship between phonological awareness, receptive oral vocabulary knowledge and progress in reading Chinese characters/words in Taiwanese children going from 1(superscript st) into 2(superscript nd) grade. A total of 60 1(superscript st)-graders from two Taipei primary schools took part in this study, and their reading abilities, phonological abilities, receptive oral vocabulary knowledge, visual abilities and non-verbal IQ were measured. Reading abilities was based on character and word reading; phonological abilities included initial-, middle-, final-phoneme and tonal awareness; visual abilities included geometric pairs and character pairs. Visual abilities and non-verbal IQ were taken as controlled variables. The correlated results suggested that, among the investigated variables, tonal awareness and receptive oral vocabulary knowledge played the most important roles. Also, these two variables continued to correlate with 2(superscript nd)-graders' character and word reading. This study followed the participants with good, moderate and poor tonal awareness one year later, and exactly the same character and word reading tests that were used the same testing procedures were administered to these students. The results suggested that children with good and moderate tonal awareness outperformed those with poor tonal awareness; nevertheless, children in the low group showed greater improvement than those in the moderate and high groups in character/word reading. The researchers thus suspected that the different reading abilities in the 2(superscript nd) year probably resulted from unequal reading abilities in the 1(superscript st) year. Thus, character reading in the 1(superscript st) year was controlled and the same analytic measures of variables were carried out again. Reading performances amongst the three groups showed no significant difference. The results implied that 1(superscript st) graders with poor tone awareness also performed poorly in reading characters/words; however, the 2(superscript nd) graders' character/word reading performances were mainly affected by early character-reading ability.
    Relation: 特殊教育研究學刊 31 : 73- 92
    Appears in Collections:[幼兒教育學系 ] 期刊論文

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