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研究生:李淑芳
研究生(外文):Su-Fang Lee
論文名稱:不同聲韻處理能力的國中閱讀障礙學生在中、英文識字能力之研究
論文名稱(外文):A Study on Chinese and English Word Reading among Junior High School Students with Reading Disabilities with DifferentPhonological Processing Abilities
指導教授:周台傑
指導教授(外文):Tair-Jye Chou
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:168
中文關鍵詞:閱讀障礙學生聲韻處理能力識字能力
外文關鍵詞:students with reading disabilitiesphonological processing abilitiesword reading
相關次數:
  • 被引用被引用:9
  • 點閱點閱:815
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  • 下載下載:118
  • 收藏至我的研究室書目清單書目收藏:7
本研究旨在探討不同聲韻處理能力的國中閱讀障礙學生在中、英文識字能力之差異情形,並進一步探討其聲韻處理能力與中、英文識字能力之間的關係。本研究選取彰化縣16所國中的閱讀障礙學生55名為研究對象,以自編聲韻處理測驗測量聲韻覺識、聲調覺識、聲韻記憶與聲韻處理速度能力,以及蒐集受試者在中文年級認字量表與英文認字測驗的得分,作為中、英文識字能力。所得資料經t考驗、單因子變異數分析、積差相關、逐步多元迴歸等統計分析,得到以下研究結果:
一、依據聲韻覺識與聲韻記憶所分類的不同聲韻處理能力閱讀障礙學生,其中、英文識字能力有顯著差異,聲韻處理正常組的識字表現優於聲韻處理缺陷組;不同聲韻處理速度的閱讀障礙學生,其中文識字能力有顯著差異,聲韻處理速度較快的閱讀障礙學生優於聲韻處理速度較慢的閱讀障礙學生,但不同聲韻處理速度的閱讀障礙學生組別在英文識字能力則沒有顯著差異。
二、閱讀障礙學生的聲韻記憶與聲韻覺識、聲調覺識無顯著相關,聲韻處理速度與任一聲韻處理能力皆具有相關;中、英文識字之間無顯著相關;在識字方面,只有加入聲調的聲韻覺識與中、英文識字有顯著相關,而聲韻記憶均與中、英文識字無關。
三、聲調覺識是唯一能預測閱讀障礙學生中、英文識字能力的最佳指標。
四、學習動機與學習時數是預測閱讀障礙學生英文識字能力的最佳指標。
本研究最後針對研究發現,提出教學方面及未來研究的建議。
The purpose of this study was to initially investigate the differences of Chinese and English word reading among junior high school students with reading disabilities with different phonological processing abilities, and then to investigate the relations between phonological processing abilities and word reading abilities. Fifty-five students with reading disabilities participated in this study and were administered measures of phonological awareness, tone awareness, phonological memory, and word reading both in Chinese and English. The results were as follows:
1. Students with normal phonological awareness (or tone awareness) and
phonological memory performed better in Chinese and English word
reading than those with deficits in phonological awareness(or tone awareness) and phonological memory; students with good phonological processing speed also had better word reading in Chinese than those with slow phonological processing speed, but not in English.
2. There were significant correlations among phonological awareness, tone
awareness and phonological processing speed; phonological memory had
no significant correlations with both Chinese and English; Chinese was
not significantly correlated with English; tone awareness was the only one significantly correlated with both Chinese and English.
3. Tone awareness was the best predictor of both Chinese and English.
4. Both motivation and learning hours could predict English significantly.
第一章 緒論
第一節 研究背景與動機 ………………………………………… 1
第二節 研究目的與待答問題 …………………………………… 9
第三節 名詞釋義 …………………………………………………12
第四節 研究限制 …………………………………………………16

第二章 文獻探討
第一節 聲韻覺識、聲韻記憶的意義及測量 ……………………19
第二節 聲韻覺識、聲韻記憶與閱讀的關係 ……………………31
第三節 第一語言能力與學習第二語言的關係 …………………42
第四節 聲韻處理能力與閱讀障礙 ………………………………53

第三章 研究方法
第一節 研究架構 …………………………………………………69
第二節 研究對象 …………………………………………………72
第三節 研究工具 …………………………………………………76
第四節 研究程序 …………………………………………………83
第五節 資料分析與處理 …………………………………………85

第四章 結果與討論
第一節 閱讀障礙學生與普通學生在各項聲韻處理能力與中、
英文識字能力表現的差異分析 …………………………87
第二節 不同聲韻處理能力之閱讀障礙學生在中、英文識字表
現的差異分析 ……………………………………………89
第三節 閱讀障礙學生的聲韻處理能力與中、英文識字能力之
相關分析…………………………………………………102
第四節 閱讀障礙學生的聲韻處理能力對中、英文識字能力之
預測分析…………………………………………………105
第五節 閱讀障礙學生的英文學習經驗變項對英文識字能力之
預測分析…………………………………………………107
第六節 綜合討論…………………………………………………109

第五章 結論與建議
第一節 研究結果摘要……………………………………………119
第二節 結論 ……………………………………………………124
第三節 建議 ……………………………………………………126

參考文獻
一、中文部分 ……………………………………………………133
二、英文部分 ……………………………………………………137

附 錄
附錄一 家長同意書………………………………………………155
附錄二 聲韻覺識測驗(預試題目)……………………………156
附錄三 聲韻覺識測驗試題分析…………………………………158
附錄四 聲韻覺識測驗(正式題目)……………………………160
附錄五 聲韻記憶測驗(預試題目)……………………………162
附錄六 聲韻記憶測驗試題分析…………………………………164
附錄七 聲韻記憶測驗(正式題目)……………………………165
附錄八 測驗使用同意書…………………………………………167
附錄九 問卷………………………………………………………168

表 次
表 2-1 聲韻覺識測量的種類 …………………………………23
表 3-1 個案基本資料 …………………………………………75
表 3-2 不同組別的個案基本資料 ……………………………76
表 3-3 聲韻處理測驗的各項統計分析 ………………………80
表 3-4 英文認字測驗信、效度分析 …………………………82
表 4-1 閱障組與對照組在各變項的平均數、標準差、最小
值、最大值以及t值……………………………………88
表 4-2 不同聲韻覺識(未含聲調)與聲韻記憶能力之閱讀
障礙學生組別與對照組在聲韻處理測驗的平均值與
標準差………………………………………………… 91
表 4-3 不同聲韻覺識(未含聲調)與聲韻記憶能力之閱讀
障礙學生組別在中、英文認字測驗之變異數分析摘
要表…………………………………………………… 91
表 4-4 不同聲韻覺識(不含聲調)與聲韻記憶能力之閱讀
障礙學生組別與對照組在中、英文認字測驗之平均
數表……………………………………………………93
表 4-5 不同聲韻覺識(包含聲調)與聲韻記憶能力之閱讀
障礙學生組別與對照組在聲韻處理測驗的平均值與
標準差…………………………………………………95
表 4-6 不同聲韻覺識(包含聲調)與聲韻記憶能力之閱讀
障礙學生組別在中、英文認字測驗之變異數分析摘
要表……………………………………………………95
表 4-7 不同聲韻覺識(包含聲調)與聲韻記憶能力之閱讀
障礙學生組別與對照組在中、英文認字測驗之平均
數表……………………………………………………97
表 4-8 不同聲韻處理速度能力之閱讀障礙學生組別與對照
組在聲韻處理速度的平均反應時間與標準差………99
表 4-9 不同聲韻處理速度能力之閱讀障礙學生組別在中、
英文認字測驗之變異數分析摘要表 ………………100
表 4-10 不同聲韻處理速度能力之閱讀障礙學生組別與對照
組在中、英文認字測驗之平均數表 ………………101
表 4-11 閱讀障礙學生的各項聲韻處理能力與中、英文識字
能力之相關 …………………………………………103
表 4-12 閱讀障礙學生的聲韻處理能力與中文識字之逐步多
元迴歸分析摘要表 …………………………………106
表 4-13 閱讀障礙學生的聲韻處理能力與英文識字之逐步多
元迴歸分析摘要表 …………………………………106
表 4-14 閱讀障礙學生的英文學習經驗變項與英文識字之逐
步多元迴歸分析摘要表 ……………………………108

圖 次
圖 3-1 不同聲韻處理能力組別之識字考驗與各變項間之相
關考驗 ……………………………………………… 70
圖 3-2 各項聲韻處理能力與英文學習經驗變項對識字能力
之預測分析 ………………………………………… 71
圖 4-1 不同聲韻覺識(未含聲調)與聲韻記憶能力之閱讀
障礙學生組別在中、英文認字的平均數圖 ……… 93
圖 4-2 不同聲韻覺識(包含聲調)與聲韻記憶能力之閱讀
障礙學生組別在中、英文認字的平均數圖 ……… 97
圖 4-3 不同聲韻處理速度能力之閱讀障礙學生組別在中、
英文認字的平均數圖……………………………… 101
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邱嘉蓉(2004)。國民中學一年級學生之國文與英語基本認知能力、基礎閱讀與語文學業成就關係之研究-以高雄縣鳳西國中為例。國立高雄師範大學特殊教育研究所碩士論文。
洪慧芳(1993)。文字組合規則與漢語閱讀障礙--對漢語閱讀障礙學童的一項追蹤研究。國立中正大學心理學研究所碩士論文。
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二、英文部分
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Bradley, L. & Bryant, P. E. (1978). Difficulties in auditory organization as a possible cause of reading backwardness. Nature, 271, 746-747.
Bradley, L. & Bryant, P. E. (1985). Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press.
Brady, S. A. (1986). Short-term memory, phonological processing, and reading ability. Annals of Dyslexia, 36, 138-153.
Bruck, M. (1990). Word-recognition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology, 26, 439-454.
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