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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/9728

    Title: 學前至低年級閱讀困難預測指標之探究
    Authors: 宣崇慧
    Contributors: 幼兒教育學系
    Date: 2008
    Issue Date: 2010-05-19 15:15:53 (UTC+8)
    Abstract: 本研究以閱讀的簡單觀點理論基礎,探究學前重要閱讀相關技能對學童入學後的識字與閱讀理解表現之預測力,以及各相關技能對識字與閱讀理解困難學童的區辨效果。採為期兩年的長期性研究,從學前至學齡小一階段持續觀察273 名兒童的閱讀發展情形。學前階段先測量學童的閱讀相關認知技能,包括:聲調覺識、音節刪除、注音解碼、視覺記憶、與快速自動唸名能力,以及口語理解能力;學齡階段,測量此等學童的識字與閱讀理解能力。研究結果顯示,(1) 本研究第一年所發展的聲調覺識、注音解碼與視覺記憶能力具有良好的信度,但音節刪除能力則出現天花板效應;(2)快速自動唸名能力中的數字唸名可有效預測小一上識字能力,其次是音節刪除能力,注音拼讀能力則可預測小一下的識字能力,此外,小一下的閱讀理解能力的重要預測指標為口語理解能力;(3)學前快速自動唸名能力最具區辨一下識字困難學童的效力;學前口語理解能力則最具區辨一下閱讀理解困難學童的效力;(4)學童剛入學三個月內的識字表現對其後的識字與閱讀理解均有很高的預測力與區辨力,也可做為未來提早篩選閱讀困難學童的參考。本研究結果可提供未來閱讀困難學童篩選之參照,也呼應閱讀簡單觀點。

    This study is based on the Simple View of Reading, which investigated (1) the preschool predictors of high-risk children with difficulty in either character reading or reading comprehension; and (2) the discriminant and classification function of children with reading difficulty. A 2-year-longitudinal study was used to observe 273 children’s development in reading related cognitive skills and reading ability from preschool to first grade. In preschool year, reading related cognitive skills including tonal awareness, syllable deletion, phonological decoding in Tzuyin system, and Rapid Automatic Naming (RAN) as well as oral comprehension were measured; up to the first grade, children’s reading abilities in character reading and reading comprehension were assessed. The results revealed that (1) the tests developed in the first year of this study have satisfied reliability, except for syllable deletion test that reached the ceiling effect; (2) Rapid digital name is the most significant predictor of character reading in the first semester of grade 1, the second is syllable deletion. The ability of pseudo-syllable reading in Tzuyin significantly predict character reading ability in the second semester of grade 1. In addition, preschool language comprehension was the most important predictor of reading comprehension ability in grade 1; (3) RAN was the most optimal variable for classifying children with difficulty in character reading, while language comprehension was more important for classifying children with difficulty with reading comprehension; (4) early character reading ability can also be the important references for screening reading difficult children. The main contribution of the present study is to provide early predictors for screening children with reading difficulty. The results of this study also reflected the Simple View of Reading.
    Appears in Collections:[幼兒教育學系 ] 科技部研究計畫

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