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題名：小學中年級學童詞素覺識與閱讀理解之相關研究
書刊名：當代教育研究
作者：王宣惠 引用關係／洪儷瑜 引用關係／辜玉旻 引用關係
作者(外文)：Wang, Hsuan-hui／Hung, Li-yu／Ku, Yu-min
出版日期：2012
卷期：20:1
頁次：頁123-164
主題關鍵詞：詞素覺識；閱讀理解；國小學童；中文閱讀；Morphological awareness；Reading comprehension；Primary students；Chinese reading
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(7) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:14
  • 點閱點閱:98
本研究旨在探討詞素覺識與閱讀理解的關係。研究中以大臺北地區共277 名國小三、四年級學童為研究對象，採取相關分析之設計，探討全體學生詞素 覺識、詞彙量以及閱讀理解之間的關係。詞彙覺識綜合文獻所涵蓋的成分包括 「詞素區辨覺識」、「語意部件覺識」、「釋詞覺識」、「構詞覺識」與「構詞規則 覺識」等五類，資料採皮爾森積差相關、淨相關、不同的迴歸分析進行分析與 解釋。本研究主要發現詞素覺識對閱讀理解具有獨特預測力，詞素覺識與閱讀 理解不僅有顯著相關，且在控制智力與詞彙量因素後，對閱讀理解仍具有獨立 的解釋力，五個成分中，以釋詞覺識、構詞覺識、語意部件覺識三變項對閱讀 理解有最穩定的預測關係，而以釋詞覺識之預測力最佳，在不同的控制條件 下，詞素覺識對閱讀理解之預測解釋量各有不同。 本研究並根據研究結果及限制，對詞素覺識之概念與其在未來研究以及 教育工作提出相關建議。
The study aims to investigate the relationship between morphological awareness and Chinese reading comprehension. Participants were composed of 277 the 3rd- and 4th- grade students from the primary schools in the northern Taiwan. All the participants were administrated with the Chinese morphological awareness, including the assessment of morpheme discrimination, semantic radical awareness, morpheme interpretation, morpheme construction, and construction rule awareness.The data was analyzed by the Pearson’s correlation and multiple regression to investigate the relationship between morphological awareness, vocabulary, and reading comprehension. The major findings indicate that morphological awareness is not only significantly correlated with reading comprehension, but also makes significant unique contribution to reading comprehension even after controlling intelligence and vocabulary. There are three components of morphological awareness to significantly predict reading comprehension: morpheme interpretation,morpheme construction, and semantic radical awareness. The most powerful predictor is morpheme interpretation. While controlling IQ or vocabulary to delete the co-variation of these variables, the contribution of morphological awareness to the reading comprehension slightly varies. According to the findings, recommendations for future studies and pedagogy are made.
期刊論文
1.Singson, M.、Mahony, D.、Mann, V.(2000)。The relation between reading ability and morphological skills: Evidence form derivational suffixes。Reading and Writing: An Interdisciplinary Journal，12，219-252。  new window
2.Deacon, S. H.、Kirby, J. R.(2004)。Morphological awareness: Just "more phonological"? The roles of morphological and phonological awareness in reading development。Applied Psycholinguistics，25(2)，223-238。  new window
3.方金雅(19970900)。國小學生一般字彙知識與認字能力之相關研究。國教學報，9，211-249。  延伸查詢new window
4.陳密桃、邱上真、黃秀霜、方金雅(20021200)。國小學童後設語言之研究。教育學刊，19，1-26。new window  延伸查詢new window
5.Wagner, Richard K.、Torgesen, Joseph K.、Rashotte, Carol A.(1994)。Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study。Developmental Psychology，30(1)，73-87。  new window
6.Kuo, Li-Jen、Anderson, R.(2006)。Morphological Awareness and Learning to read。Educational Psychologist，41(3)，161-180。  new window
7.Tong, X.、McBride-Chang, C.、Shu, H.、Wong, A. M.-Y.(2009)。Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition。Scientific Studies of Reading，13，426-452。  new window
8.Carlisle, J. F.(2003)。Morphology matters in learning to read: A commentary。Reading Psychology，24，291-322。  new window
9.Shu, Hua、Anderson, Richard C.(1997)。Role of Radical Awareness in the Character and Word Acquisition of Chinese Children。Reading Research Quarterly，32(1)，78-89。  new window
10.Bradley, L. B.、Bryant, P. E.(1983)。Categorizing Sounds and Learning to Read: A Causal Connection。Nature，301，419-421。  new window
11.方金雅(20050400)。國小學童後設語言之研究。國民教育學報，1，1-18。new window  延伸查詢new window
12.傅淳鈴、黃秀霜(20001200)。國小學童後設語言覺知之測量及其與認字能力之相關研究。教育與心理研究，23(下)，383-414。new window  延伸查詢new window
13.Casalis, S.、Louis-Alexandre, M. F.(2000)。Morphological analysis, phonological analysis and learning to read French: A longitudinal study。Reading and Writing: An Interdisciplinary Journal，12(3)，303-335。  new window
14.Ku, Yu-min、Anderson, Richard C.(2003)。Development of morphological awareness in Chinese and English。Reading and Writing: An Interdisciplinary Journal，16(5)，399-422。  new window
15.Shu, Hua、McBride-Chang, Catherine、Wu, Sina、Liu, Hongyun Y.(2006)。Understanding Chinese Developmental Dyslexia: Morphological Awareness as a Core Cognitive Construct。Journal of Educational Psychology，98(1)，122-133。  new window
16.McBride-Chang, Catherine、Shu, Hua、Zhou, Ai-bao、Wat, Chun Pong、Wagner, Richard K.(2003)。Morphological awareness uniquely predicts young children's Chinese character recognition。Journal of Educational Psychology，95(4)，743-751。  new window
17.Gough, P. B.、Hoover, W. A.(1990)。The Simple View of Reading。Reading and Writing: An Interdisciplinary Journal，2(2)，127-160。  new window
18.Carlisle, J. F.、Stone, C. A.(2005)。Exploring the role of morphemes in word reading。Reading Research Quarterly，40，428-449。  new window
19.Chen, X.、Hao, M. L.、Geva, E.、Zhu, J.、Shu, H.(2009)。The role of compound awareness in Chinese children's vocabulary acquisition and character reading。Reading and Writing，22，615-631。  new window
20.Elbro, C.、Arnbak, E.(1996)。The role of morpheme recognition and morphological awareness in dyslexia。Annals of Dyslexia，46，209-240。  new window
21.Leong, C. K.(1989)。The effects of morphological structure on reading proficiency: A developmental study。Reading and Writing: An Interdisciplinary Journal，1，357-379。  new window
22.Mahony, D. L.(1994)。Using sensitivity to word structure to explain variance in high school and college level reading ability。Reading and Writing: An Interdisciplinary Journal，6，19-44。  new window
23.Mahony, D. L.、Mann, V. A.(1992)。Using children's humor to clarify the relationship between linguistic awareness and early reading ability。Cognition，45，163-186。  new window
24.Stanovich, K. E.、Cunningham, A. E.、Feeman, D. J.(1984)。Intelligence, cognitive skills, and early reading progress。Reading Research Quarterly，19，278-303。  new window
25.Birch, H. G.、Belmont, L.(1965)。Auditory-visual integration, intelligence and reading ability in school children。Perceptual and Motor Skills，20，295-305。  new window
26.Nagy, W. E.、Diabkidoy, I. A.、Anderson, R. C.(1993)。The acquisition of morphology: Learning the contribution of the suffixes to the meaning of derivations。Journal of Reading Behavior，23，155-170。  new window
研究報告
1.Hung, L.-Y.、Su, Y.-F.、Chen,H.-Y.、Chen, B.-S.、Lee, J.R.、Chen, H.-F.(2011)。介入反應的評估之建立和運用：4-6年級學生識字和理解能力之指標與發展曲線。臺北市。  延伸查詢new window
學位論文
1.李慧慧(2006)。國小閱讀理解困難學生先備知識、詞彙量、工作記憶、推論能力與閱讀理解之關係(碩士論文)。國立臺南大學。  延伸查詢new window
圖書
1.教育部國語推行委員會(2002)。國小學童常用字詞報告書。台北：教育部。  延伸查詢new window
2.Goswami, Usha C.、Bryant, Peter E.(1990)。Phonological Skills and Learning to Read。Hillsdale, NJ：Hove, England：Lawrence Erlbaum：Psychology Press。  new window
3.Snow, C. E.、Burns, M. S.、Griffin, P.(1998)。Preventing reading difficulties in young children。National Academy Press。  new window
4.Chall, J. S.(1996)。Stages of reading development。Harcourt Brace and Company。  new window
5.Adams, M. J.(1990)。Beginning to read: Learning to think about print。Cambridge, MA：MIT Press。  new window
6.Hung, L.-Y.、Fang, C.-Y.、Chen, C.-S.(2007)。部首表義測驗使用手冊。臺北市。  延伸查詢new window
7.Wu, W.-T.、Hu, H.-T.、Tsai, C.-C.、Wang, J.-D.、Lin, H.-T.、Kuo, C.-C.(2006)。托尼非語言智力測驗。臺北市。  延伸查詢new window
8.Gombert, J. E.(1992)。Matalinguistic development。London。  new window
9.Moats, L. C.(2010)。Speech to print: Language essentials for teachers。Baltimore, MD。  new window
10.Elbro, C.(1989)。Morphological awareness in dyslexia。Werner-Gren international symposium series: Brain and Reading。Hampshire, UK。  new window
11.Leong, C. K.、Parkinson, M. E.(1995)。Processing of English morphological structure by poor readers。Developmental and acquired dyslexia: Neuropsychological and neurolinguistic perspectives。Dordrecht, The Netherlands。  new window
12.Li, W.、Anderson, R. C.、Nagy, W.、Zhang, H.(2002)。Facets of metalinguistic awareness that contribute to Chinese literacy。Chinese children's reading acquisition: Theoretical and pedagogical issues。Norwell, MA。  new window
13.Nagy, W. E.、Kuo-Kealoha, A.、Wu, X.、Li, W.、Anderson, R. C.、Chen, X.(2002)。The role of morphological awareness in learning to read Chinese。Chinese children's reading acquisition: Theoretical and pedagogical issues。Norwell, MA。  new window
14.Schreuder, R.、Baayen, R. H.(1995)。Modeling morphological processing。Morphological aspects of language processing。Hillsdale, NJ。  new window
15.Snowling, M. J.(2000)。Language and literacy skills: Who is at risk and why?。Speech and language impairments in children: Causes, characteristics, intervention and outcome。Philadelphia, PA。  new window
其他
1.National Reading Panel(2000)。Teaching children to read:An evidence-based assessment of the scientific research literature on reading and its implication for reading instruction，http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf， 20010603。  new window
圖書論文
1.Taft, Marcus、Liu, Yu、Zhu, Xiao-Ping(1999)。Morphemic Processing in Reading Chinese。Reading Chinese Script: A Cognitive Analysis。Lawrence Erlbaum Associates。  new window
2.Carlisle, Joanne F.(1995)。Morphological awareness and early reading achievement。Morphological aspects of language processing。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
 
 
 
 
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