臺灣博碩士論文加值系統

在拼音文字的閱讀研究中，叫名速度(naming speed)被認為與閱讀理解息息相關，因為叫
名的認知歷程和閱讀的低階認知歷程是相似的(Wolf,1991)。另一方面，「工作記憶」和
閱讀歷程密不可分，因為在閱讀歷程中，為了理解文章內容，讀者必須將每一個字和字的
順序，詞和詞的順序以及句子和句子的順序暫時存在工作記憶中，並在短暫的時間內，從
認知系統中擷取語法、字義 並 進行字形字音的轉換，以便理解一篇文章(Siegel,1994)
。因此，本研究主要在探討國小二、五年級閱障與配對學童的「叫名速度」、「工作記憶
」與「國語文」間的關係。研究採用相關研究法，並配對的方式（配對條件為智力、年齡
、性別與家庭社經水準）選取高雄市國小二、五年級共115名學童為樣本。施以曾世杰（
民85）所編訂的工作記憶廣度測驗及邱上真、洪碧霞(民85)的國語文能力測驗，並設計程
式，以個人電腦蒐集受試者對各種刺激叫名速度。研究結果發現，「工作記憶」，對區辨
國小二、五年級一般學童與閱障學童的閱讀能力具有穩定而顯著性的效果。在叫名速度方
面，就施測方式而言，連續叫名比個別叫名具區辨力。就類別而言，在六類型的測驗中，
以顏色叫名測驗最具區辨力，其次則是注音和數字，語文交錯叫名測驗在每一種項目數對
五年級都有區燈但對二年級則至二十個項目數才有區辨力，非語文交錯叫名測驗對五年級
則都沒有區辨力，但對二年級則除了二十個項目數外其餘都有區辨力。就測驗的個數而言
，項目數為十的區辨力已趨穩定，而以二十個項目數最具有區辨力。叫名速度與工作記憶
、國語文能力的相關均顯著，經過路徑分析結果發現，叫名速度可能直接影響其國語文成
就，也間接透過工作記憶影響。這個結果支持了研究者的假設。本研究最後針對實驗設計
、研究工具及研究變項對未來的研究者提出三點建議。

Reading study of the spelling verbs showed that the naming speed is highly cor
related to the reading comprehension. This is because the cognitive process
naming is similar to the low level of cognitive process of reading (Wolf, 199
1). On the other hand, working memory and reading process are related to each
other because to comprehend the contents of an article, one have to keep the o
rder of verb to verb, phase to phase,and sentence to sentence and store them
into the working memory, and in the mean timto get the phonology and syntax fr
om the cognition system in a short time (Siegel, 1994). The main purpose of th
e study is to investigate the correlation among the naming speed, working memo
ry and Chinese reading ability based on the performances of the second and fif
th grade students. The study applied the correlation research method and utili
zed the match-pair method in selecting subjects (that is each pair students ha
ve the same or similar IQ, age, family economic/social level except one is rea
ding disab child and the other is normal child). A total of 115 students, grad
e 2 and grade 5, from the elementary schools of Kaohsiung city were invited in
to the study. All students were administrated to the working memory span test
(Zen, 1996) and Chinese reading ability test (Choi & Hun, 1996) accompanied wi
th a computer program to collect each subject''s naming speed after treated by
the diverse stimulation. Results of the study show that working memory is a st
eady and significant effect in discriminating grade 2 d grade 5 students betwe
en normal children and reading disable children. For the variable of naming sp
eed, the sequential naming is more discriminative than the individual naming.
For variables of category, based on six types of tests, color is the most disc
riminative variable, followed by the phonetic symbol and numeral variables. T
he language crossed naming test has discriminative effect in every numeral ite
m for grade 5, but has discriminative effect for grade 2 only when numeral is
20. The non-languagerossed naming test does not have discriminative effect for
grade 5, but has the discriminative effect for grade 2 except the 20 numeral
item. Results also show that the discriminative effect tends to be steady when
the numeral is 10. The correlation among the naming speed, working memory and
Chinese ability are all statistical significance. The result of path analysis
shows that the naming speed has direct influence in the Chinese ability and h
as indirect influence in working memory. The findings support rearch assumpti
ons. Finally, based on the experimental design, research instruments and resea
rch variables, the researcher presents three suggestions for the future study.