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題名：幼兒部件概念發展與認字
書刊名：教育心理學報
作者：陳惠茹
作者(外文)：Chen, Hui-ju
出版日期：2015
卷期：47:1
頁次：頁45-62
主題關鍵詞：部件；部件概念發展；認字；Character recognition；Knowledge of Chinese radicals；Preschoolers
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(1) 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:1
  • 共同引用共同引用:78
  • 點閱點閱:31
本研究以107位3至6歲幼兒為對象，探討幼兒中文部件概念，實驗以30個中文部件搭配形體相似之符號、英、日、韓文字母，要求幼兒從成對的字卡中選出中文部件，研究結果：一、幼兒在三個測驗的總平均分數為17.23分，幼兒即使完全不識字，已在日常生活中接觸文字培養對中文部件字形的基本認識。二、3-4歲、4-5歲、及5-6歲三個年齡層幼兒在部件測驗分數出現顯著的組間差異，顯示幼兒的中文部件概念隨著年齡增長，但同年齡層幼兒的部件概念發展個別差異甚大。三、幼兒部件概念與其認字能力具有顯著的正相關，部件概念發展愈佳，識字能力愈好。
This study aims to examine the developmental trajectory of 3-to 6-year-old preschoolers' radical knowledge in Taiwan and investigate the correlation between their radical knowledge and character recognition. A total of 107 preschool children between 3 to 6 years old from four nursery schools in Taiwan participated in the experiment. In order to evaluate young children's knowledge of Chinese radicals, 30 Chinese radicals were chosen as test items and paired with resembling pictorial symbols, or Latin, Korean, Japanese alphabets. In the experiment, children were asked to choose one symbol that was ＂more like Chinese character＂ from each pair of cards. The results showed that: (a) Children younger than 4 years of age, even those who could read no simple Chinese characters, showed an awareness of the structure of radicals. (b) Preschoolers' radical knowledge generally increased with age; however, there were individual differences among children within the same age. (c) There was a significant positive correlation between children's radical knowledge and character recognition.
期刊論文
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2.Justice, L. M.、Ezell, H. K.(2004)。Print referencing: An emergent literacy enhancement technique and its clinical applications。Language, Speech, and Hearing Services in Schools，35，185-193。  new window
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11.葉素玲、林怡慧、李金鈴(20040300)。中文字形結構在國小學生字形相似性判斷所扮演的角色。教育與心理研究，27(1)，93-115。new window  延伸查詢new window
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13.Chow, B. W. Y.、McBride-Chang, C.、Cheung, H.、Chow, C. S. L.(2008)。Dialogic Reading and Morphology Training in Chinese Children: Effects on Language and Literacy。Developmental Psychology，44(1)，233-244。  new window
14.Clay, M. M.(1989)。Concepts about Print in English and Other Languages。The Reading Teacher，42(4)，268-276。  new window
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16.Justice, L. M.、Bowles, R. P.、Skibbe, L. E.(2006)。Measuring Preschool Attainment of Print-Concept Knowledge: A Study of Typical and At-Risk 3- to 5-Year-Old Children Using Item Response Theory。Language, Speech & Hearing Services in Schools，37，224-235。  new window
17.Lomax, R. G.、McGee, L. M.(1987)。Young Children's Concepts about Print and Reading: Toward a Model of Word Reading Acquisition。Reading Research Quarterly，22，237-256。  new window
18.Pick, A. D.、Unze, M. G.、Brownell, C. A.、Drozdal, J. G. Jr.、Hopmann, M. R.(1978)。Young children's knowledge of word structure。Child Development，49(3)，669-680。  new window
19.Storch, S. A.、Whitehurst, G. J.(2002)。Oral language and code-related precursors to reading: Evidence from a longitudinal structural model。Developmental Psychology，38(6)，934-947。  new window
20.Tong, X.、McBride-Chang, C.(2010)。Developmental Models of Learning to Read Chinese Words。Developmental Psychology，46(6)，1662-1676。  new window
21.Treiman, R.、Yin, L.(2010)。Early differentiation between drawing and writing in Chinese children。Journal of Experimental Child Psychology，108(4)，786-801。  new window
22.Shu, Hua、Chen, Xi、Anderson, Richard C.、Wu, Ningning、Xuan, Yue(2003)。Properties of school Chinese: Implications for learning to read。Child Development，74(1)，27-47。  new window
23.李連珠(19950600)。臺灣幼兒之讀寫概念發展。幼教天地，11，37-63+65-68。  延伸查詢new window
24.陳學志、張瓅勻、邱郁秀、宋曜廷、張國恩(20111100)。中文部件組字與形構資料庫之建立及其在識字教學的應用。教育心理學報，43(專刊)，269-289。new window  延伸查詢new window
會議論文
1.Chen, S. Y.(2001)。Children's selective use of semantic information to infer orthographic relation between homophones。the biennial meeting of Society for Research in Child Development。Minneapolis, Minnesota。  new window
研究報告
1.Miller, K. F.(2002)。Language, symbol structure, and cognitive。  new window
2.National Institute of Child Health and Human Development(2000)。Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups。Washington, DC：U.S. Government。  new window
學位論文
1.陳惠茹(2011)。共讀童書文字指引策略對幼兒認字及認字後設語言能力之影響(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
2.楊惠蘭(2007)。兒歌結合部首識字教學對弱勢幼兒識字能力影響之研究(碩士論文)。國立臺東大學。  延伸查詢new window
3.路喬甯(2011)。幼稚園大班幼兒文字及書本概念與中文認字能力之相關研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Tolchinsky, L.(2003)。The cradle of culture and what children know about writing and numbers before being taught。Mahwah, NJ：Lawrence Erlbaum。  new window
2.McBride-Chang, C.(2004)。Children's literacy development。London, UK：London, England：Edward Arnold：Oxford Press。  new window
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圖書論文
1.Ho, C. S. H.、Yau, P. W. Y.、Au, A.(2003)。Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children。Reading development in Chinese children。Westport, CT：Greenwood Publishing Group。  new window
2.Chan, L.、Wang, L.(2003)。Linguistic awareness in learning to read Chinese: A comparative study of Beijing and Hong Kong Children。Chinese children's reading development。London, England：Praeger。  new window
3.Goodman, Y. M.(1986)。Children coming to know literacy。Emergent literacy: Writing and reading。Ablex。  new window
4.Lonigan, C. J.(2004)。Emergent literacy skills and family literacy。Handbook of family literacy。Lawremce Erlbaum。  new window
5.胡志偉、顏乃欣(1995)。中文字的心理歷程。語言病理學基礎。臺北：心理。  延伸查詢new window
6.柯華葳(1999)。閱讀能力的發展。語言病理學基礎。台北：心理。  延伸查詢new window
7.曾志朗(19910000)。華語文的心理學研究 : 本土化的沈思。中國人．中國心 : 發展與教學篇。臺北：遠流。new window  延伸查詢new window
 
 
 
 
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