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題名：音韻覺識教學對學前聽覺障礙兒童音韻覺識與早期中文閱讀能力之影響
書刊名：特殊教育學報
作者：陳怡慧 引用關係
作者(外文)：Chen, Yi-hui
出版日期：2014
卷期：39
頁次：頁31-51
主題關鍵詞：音韻覺識；早期中文閱讀；聽覺障礙兒童；Phonological awareness；Early Chinese reading；Deaf or hard of hearing
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:178
  • 點閱點閱:107
本研究以準實驗研究設計探討音韻覺識教學對學前聽覺障礙兒童音韻覺識與早期閱讀能力的影響。本研究採立意取樣方式選取臺北市、臺中市及彰化市四所聽障兒童早期療育機構當中的五個班級，共20位學前聽覺障礙兒童為研究對象，並以叢集取樣分為實驗組10人與對照組10人。所有參與者在實驗前均接受前測，包括音韻覺識測驗、早期閱讀測驗、注音符號單音認讀測驗、以及托尼非語文智力測驗，實驗介入後則接受音韻覺識測驗與早期閱讀測驗。實驗處理階段，實驗組接受為期26週之「音韻覺識教學」，每週三次，每次20-25分鐘；對照組則接受原早期療育機構所訂之聽能復健課程。研究結果顯示，音韻覺識教學介入後，實驗組學童的音韻覺識後測表現顯著優於前測，且早期閱讀後測表現亦顯著優於前測表現。然而，實驗組之聽障兒童在音韻覺識後測以及早期閱讀後測分數雖都高於對照組，但並未顯著優於對照組兒童的後測表現。
The purpose of the study was to investigate the effects of phonological awareness training on phonological awareness and early Chinese reading of young children who are deaf or hard of hearing. This study adopted the quasi-experimental research using pretest-posttest design with control group to explore the effects of the phonological awareness training on phonological awareness and early Chinese reading. Twenty subjects at about 5-years-old were selected from five intact group classes of the early intervention programs for young children who are deaf or hard of hearing. Ten subjects were assigned into the experimental group receiving phonological awareness training program while the remaining 10 were assigned into the control group receiving the conventional intervention curriculum that focused on auditory training, speech, and cognitive development. The results indicated that there were no significant differences between the experimental group and control group in terms of the post performance on any dependent measurements. However, there were significant gains regarding the performance on phonological awareness and early reading within the experimental group. Therefore, the results still provide support for the assumption that children who are deaf or hard of hearing can benefit from the phonological training for their phonological awareness skills and early Chinese reading. Issues for future studies were also suggested.
期刊論文
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15.Traxler, C. B.(2000)。The Stanford Achievement Tes, 9th edition: National norming and performance standards for deaf and hard-of-hearing students。Journal of Deaf Studies and deaf education，5，337-348。  new window
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20.Morais, José、Cary, Luz、Alegria, Jesus、Bertelson, Paul(1979)。Does awareness of speech as a sequence of phones arise spontaneously?。Cognition，7(4)，323-331。  new window
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26.黃秀霜、詹欣蓉(19970600)。閱讀障礙兒童之音韻覺識、字覺識及聲調覺識之分析。特殊教育與復健學報，5，125-138。new window  延伸查詢new window
27.Cunningham, A. E.(1990)。Explicit versus implicit instruction in phonemic awareness。Journal of Exceptional Child Psychology，50(3)，429-449。  new window
28.Share, D. L.、Jorm, A. F.、Maclean, R.、Matthews, R.(1984)。Sources of individual differences in reading acquisition。Journal of Education Psychology，76(6)，1309-1324。  new window
29.柯華葳、李俊仁(19961200)。國小低年級學生語音覺識能力與認字能力的發展：一個縱貫的研究。國立中正大學學報，7(1)，49-66。  延伸查詢new window
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31.李俊仁、柯華葳(20071200)。中文閱讀弱讀者的認知功能缺陷：視覺處理或是聲韻覺識？。特殊教育研究學刊，32(4)，1-18。new window  延伸查詢new window
32.宣崇慧、林寶貴(20021100)。學前聽障及聽常兒童讀寫萌發情形與口語發展能力之探究。特殊教育與復健學報，10，35-57。new window  延伸查詢new window
33.Huang, H. S.、Hanley, J. R.(1997)。A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among first-graders in Taiwan。International Journal of Behavioral Development，20(2)，249-268。  new window
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36.Huang, Hsiu-Shuang、Hanley, J. Richard(1995)。Phonological awareness and visual skills in learning to read Chinese and English。Cognition: International Journal of Cognitive Science，54(1)，73-98。  new window
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38.Wagner, Richard K.、Torgesen, Joseph K.(1987)。The Nature of Phonological Processing and its Causal Role in the Acquisition of Reading Skills。Psychological Bulletin，101(2)，192-212。  new window
學位論文
1.李薏雯(2005)。聽障兒童聲韻覺識能力探討與相關因素分析(碩士論文)。國立臺南大學。  延伸查詢new window
2.陳怡佐(1989)。學前聽覺障礙兒童詞彙理解能力與有關因素之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.柯華葳(1992)。語音覺識測驗(碩士論文)。國立中正大學。  延伸查詢new window
4.鐘素鵑(2003)。聲韻覺識教學對國小低年級注音符號學習困難學童之成效分析(碩士論文)。國立台北師範學院。  延伸查詢new window
圖書
1.King, C.、Quigley, S.(1985)。Reading and deafness。San Diego, CA：College-Hill。  new window
2.Leybaert, J.(1993)。Reading in the deaf: The role of phonological codes。Hillsdale, NJ：Erlbaum。  new window
3.Paul, P.(2001)。Literacy and deafness: The development of reading, writing and literate thought。Boston, MA：Allyn & Bacon。  new window
4.Adams, M. J.(1990)。Beginning to read: Learning to think about print。Cambridge, MA：MIT Press。  new window
圖書論文
1.Lichtenstein, E. H.(1985)。Deaf working memory processes and English language skills。Cognition, education, and deafness。Washington, DC：Gallaudet University Press。  new window
2.Treiman, Rebecca、Zukowski, Andrea(1991)。Levels of phonological awareness。Phonological Processes in Literacy: A Tribute to Isabelle Y. Liberman。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
 
 
 
 
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