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研究生:陳尉婷
研究生(外文):Wei-ting Chen
論文名稱:次字彙能力的流暢性對EFL學童早期閱讀之影響
論文名稱(外文):The Influence of Sublexical Fluency on EFL Young Learners'' Early Reading
指導教授:彭登龍彭登龍引用關係
指導教授(外文):Teng-lung Peng
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:應用外語系碩士班
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:英文
論文頁數:116
中文關鍵詞:早期閱讀次字彙能力次字彙流暢性次字彙準確性
外文關鍵詞:early readingsublexical fluencysublexical abilitysublexical accuracy
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本研究旨在比較次字彙能力的流暢性和準確性對EFL學童早期閱讀的影響,以及從次字彙能力中(如:字母名稱流暢性、字母名稱準確性、字母發音流暢性、字母發音準確性、音素切割流暢性、音素切割準確性)找出對早期閱讀能力最具預測力的變項。研究對象為三十名來自台灣中部同一班的國小五年級學童。本研究採用預測研究法(量化研究)及訪談(質性研究)。三十名受試者均接受英文認字測驗和次字彙測驗(包括三種流暢性測驗和三種準確性測驗),此外,六名受訪者將接受研究者訪談以瞭解受測時所遭遇的困難。研究結果發現次字彙能力的流暢性對於EFL五年級學童的影響力大於次字彙能力的準確性,而在次字彙能力中,字母名稱流暢性最能預測EFL五年級學童的早期閱讀能力,再者,訪談結果指出學童在流暢性測驗和記憶字母發音上遭遇較多困難。最後,本研究建議英語老師可藉由次字彙能力的流暢性測驗來診斷早期英語學習能力較弱的學生,並加強次字彙能力的流暢性以增進學童早期閱讀能力的發展。
The purpose of this research is to compare the influence of sublexical fluency and sublexical accuracy on EFL young learners’ early reading performance and to see which sublexical skill (i.e., letter name fluency, letter name accuracy, letter sound fluency, letter sound accuracy, phonemic segmentation fluency, and phonemic segmentation accuracy) predicts early reading performance most. The participants were thirty fifth graders from an intact class at an elementary school in central Taiwan. The experimental methods included prediction instruments (quantitative research) and interview. (qualitative research). With regard to prediction instruments, simultaneous regression was applied to analyze the results of Word Identification Test and sublexical measures (sublexical fluency and accuracy measures). In addition, six participants were chosen to be interviewed to understand the difficulties that they encountered in responding to sublexical measures. The findings of the study suggested that sublexical fluency predicts early reading ability of EFL fifth graders beyond the contributions of sublexical accuracy measures, and letter name fluency predicts EFL fifth graders’ early reading ability the most among other sublexical skills. Moreover, the interview data indicate that the participants had more difficulties in responding to sublexical fluency measures and memorizing letter sounds. This study may provide English teachers with a possible way to identify poor learners through the measures of sublexical fluency at early stage. The fluency of sublexical skills may be a helpful remedial instruction for students’ early reading development.
CHINESE ABSTRACT i
ENGLISH ABSTRACT ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF FIGURES ix
CHAPTER ONE INTRODUCTION 1
1.1 Background 1
1.2 Statement of the Problems 3
1.3 Research Questions 4
1.4 Definition of Terms 4
1.5 Significance of the Research 6
1.6 Organization of the Thesis 6
CHAPTER TWO LITERATURE REVIEW 8
2.1 Introduction to Sublexical Skills 8
2.1.1 Introduction to Letter Knowledge 8
2.1.2 Introduction to Phonological Awareness 10
2.2 Early Reading 12
2.2.1 Word Identification 13
2.3 Relationship between Sublexical Skills and Early Reading 15
2.3.1 Relationship between Letter Names and Early Reading 15
2.3.2 Relationship between Letter Sound and Early Reading 16
2.3.3 Relationship between Phonological Awareness and Early Reading 17
2.4 View on Information Processing 18
2.4.1 Importance and Properties of Automaticity 18
2.4.2 Contributions of Fluency to Early Reading 21
2.5 The Cases for Sublexical Fluency and Sublexical Accuracy 22
2.5.1 The Comparison of Accuracy and Speed with One Sublexical Skill 22

2.5.2 The Combination of Accuracy and Speed with One or Two Sublexical Skills 22
2.5.3 The Comparison of Fluency and Accuracy with Two or Three Sublexical Skills 23
2.6 The Related Research in Taiwan 24
2.7 Summary 26
CHAPTER THREE RESEARCH METHOD 28
3.1 Research Design 28
3.2 Participants 29
3.3 Instruments 30
3.3.1 Sublexical Fluency Measures 33
3.3.2 Sublexical Accuracy Measures 35
3.3.3 Word Identification Test 36
3.3.4 Interview 37
3.4 Data Collection Procedures 38
3.5 Data Analysis 39
3.6 Summary 40
CHAPTER FOUR RESULTS 42
4.1 Descriptive Statistics for Measures 42
4.1.1 Summary of Fluency Measures 43
4.1.2 Summary of Accuracy Measures 44
4.1.3 Summary of WIT 45
4.2 Results of Measures and Interview 46
4.2.1 Results of Sublexical Fluency Measures 47
4.2.2 Results of Sublexical Accuracy Measures 49
4.2.3 Comparison of the Results of Sublexical Fluency and Accuracy Measures 50
4.3 Summary of the Results 57
CHAPTER FIVE DISCUSSION AND CONCLUSIONS 59
5.1 Summary of the Present Study 59
5.2 Discussion of the Results 60
5.3 Conclusions 68
5.4 Pedagogical Implications 69
5.5 Limitations of the Present Research and Suggestions for Future Research 73
REFERENCES 76
Appendix A Concent Form 85
Appendix B Letter Naming Fluency 87
Appendix C Letter Sound Fluency 89
Appendix D Phoneme Segmentation Fluency 91
Appendix E Letter Naming Accuracy 92
Appendix F Letter Sound Accuracy 94
Appendix G Phoneme Segmentation Accuracy 96
Appendix H Interview with Students 97
Appendix I Transcripts of Interview with Students 99
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