臺灣博碩士論文加值系統

本研究為瞭解典型發展、讀寫障礙、寫字障礙兒童之中文轉錄技能與字形知識，藉由分析抄寫與聽寫表現，探討三組學童的手寫能力與寫字錯誤特徵的差異。研究對象為45位國小三到六年級的典型發展、讀寫障礙、寫字障礙學童，經年級、性別與非語文智力配對，每組各15位受試者。每位學童均施測中文年級認字量表和基本讀寫字綜合測驗之近端抄寫、遠端抄寫、聽寫測驗，抄寫作業分析手寫速度、整體易讀性，並用自編「字形知識異常分析表」分析抄寫字形錯誤，用自編「語言特徵分類表」分析聽寫字詞錯誤，比較三組學童寫字表現的量性資料與質性特徵差異。
研究結果為（ㄧ）中文讀寫障礙學童的手寫能力與字形知識顯著最弱，手寫速度慢，字形易讀性差，表達部件字形知識異常，聽寫的音韻與構詞錯誤顯著最多，反應其音韻處理缺陷、語意與形音連結障礙。（二）寫字障礙學童的手寫能力和字形知識均弱於典型發展組，優於讀寫障礙組。手寫速度慢，字形易讀性不一致，字形表達能力受視覺提示情境影響，聽寫主要為字形錯誤，錯字與目標字形的視覺相似度低於典型發展學童，反應其字形迴路缺陷與字形編碼困難。（三）典型發展學童的手寫能力和字形知識顯著最佳，手寫速度快，字形易讀性好，能正確表達部件字形，聽寫慣用注音替代是發展性的錯誤表現。本結果發現學童的書面語言表達困難也延續其語言缺陷特質，因此臨床工作人員在鑑別診斷學習障礙類型，可參考學童的轉錄技能表現。

Objective: This study investigates the transcription skills and orthographic knowledge in Mandarin children with dyslexia, dysgraphia and their chronological-age-matched peers.
Methods: A total of 45 students in Grades 3-6 that met the diagnostic criteria were recruited in this study. Students were divided into dyslexia, dysgraphia and typically developing groups. The writing dictation and copying task were collected and the performances among these three groups were analyzed. Linguistic patterns were used to describe the dictation task. Handwriting speed, legibility and orthographic knowledge were used to investigate the copying task.
Results: a) Children with dyslexia displayed deficits in transcription skills and abnormal orthographic knowledge. They had more phonological and morphological errors in dictation than others. b) Children with dysgraphia displayed delay in transcription skills and orthographic knowledge. They had more orthographic error in dictation. Their writing skills can be improved by ageing and visual cue strategy. c) Typically developing group demonstrated that it took longer time to develop a robust orthographic lexicon in Mandarin Chinese. In addition, a development error, the use of Mandarin phonetic symbols in dictation was observed for all children.
Discussion: This study confirmed that children with dyslexia and children with dysgraphia, both groups, had difficulties in transcription skills and orthographic expression. Dyslexia dose not only have reading deficit, but also writing difficulties. Linguistic pattern analysis can categorize dictation errors by linguistic features, and elucidate the underlying language deficit of learning disabilities.

中文摘要......... III
英文摘要......... IV
目 次......... V
圖 次......... VI
表 次......... VII
第一章 緒論......... 1
第二章 文獻探討......... 6
第一節 視覺神經機轉與視知覺功能和視覺語言學習之關係......... 6
第二節 中文學習障礙之定義與成因......... 17
第三節 書寫模型與字形知識......... 26
第四節 中文字形知識與轉錄技能......... 33
第五節 中文抄寫與聽寫表現分析......... 41
第六節 研究目的與研究問題......... 56
第三章 研究方法......... 58
第一節 研究對象......... 58
第二節 研究工具......... 60
第三節 研究步驟......... 75
第四節 資料統計分析......... 78
第五節 效度分析......... 79
第六節 信度分析......... 79
第四章 研究結果......... 81
第一節 三組學童之中文轉錄技能與字形知識特色......... 81
第二節 三組學童識字與中文轉錄技能之差異......... 86
第三節 三組學童抄寫和聽寫錯誤特徵之質量分析......... 100
第四節 抄寫距離對三組學童手寫能力和字形知識之影響......... 127
第五節 讀寫變項之間的相關性......... 139
第五章 研究討論與建議......... 141
第一節 識字能力的差異......... 141
第二節 轉錄技能和字形知識......... 142
第三節 其他類型之字形錯誤......... 146
第四節 結論......... 148
第五節 研究限制與建議......... 151
參考書目......... 153
附 錄......... 170

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