兒童早期音韻覺識對其三年後中文認字能力關係之縱貫性研究_

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題名：	兒童早期音韻覺識對其三年後中文認字能力關係之縱貫性研究
書刊名：	臺南師院學報
作者：	黃秀霜
作者(外文)：	Huang, Hsiu-shuang
出版日期：	1997
卷期：	30
頁次：	頁263-288
主題關鍵詞：	兒童；音韻覺識；中文；認字能力
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(32) 博士論文(6) 專書(0) 專書論文(1) 排除自我引用:31 共同引用:0 點閱:158

　　　　　本研究是為時三年餘的縱貫性研究，主要係探討正式接受小學教育前所測得的早期音韻覺識，對日後連續三年的中文認字能力是否有預測力，這長期研究同時也測驗音韻覺識和閱讀能力關係在三年多之變化情形。從 1991 到 1995 有 44 位國小兒童參與此計劃，測試材料包括中文認字測驗，音韻覺識測驗，圖畫詞彙能力測驗及智力測驗，第一年的研究結果發現兒童未正式學習前的早期音韻覺識顯著地與第一學年結束時的認字能力相關，然而此種關係是否因長久浸淫於意符文字的學習中而有所改變？在筆者進行三年三個月的縱貫性研究，針對早期音韻覺識對中文認字是否有長效性之關聯加以探討，藉著縱貫性的研究以提供更多有價值的兒童學習認字之寶貴資料。本研究結果之發現摘要如下：一、兒童在接受注音符號教學的十週後，在音韻覺識測驗上之進步非常顯著，尤其是異音測驗（ odd word out test ）上之表現更是明顯。因此，拼音系統的教學有助於兒童對於該語言音韻覺識之提昇。二、在三年三個月中之五次測試中，音韻覺識能力與當時之認字能力存在顯著相關，且是認字能力的唯一顯著預測變項，具有即時預測力。三、很出乎意外的發現，早期的音韻覺識與兒童三年後之認字能力並未有顯著之相關（或預測力）。然而音韻覺識能力卻認字能力呈現即時之相互作用。

以文找文

　　　　　This study is a 3-year longitudinal research in order to investigate whether early phonological awareness before instruction in school have any predictive power and whether phonological awareness abiliteies varied in their relation to reading ability over three years. There were 44 children in Taiwan involved in this research from Sept. 1991-1995. The test materrals include a Chinese characters reading test, a set of Phonological Awareness Tests, a vocabulary test and IQ test. The results from this longitudinal study found that the phonological awareness was highly related to Chinese characters recognition ability in the five different session during these three years. However, the early phonological awareness was uncorrelated with Chinese characters recognition ability three years later. The surprising finding was different from other research had done in the field of English reading .

以文找文

期刊論文
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會議論文
1.	Huang, Hsiu-Shuang、Hanley, J. R.(1994)。The comparative study of phonological awareness, visual skills and reading ability in Pinyin and Non-Pinyin groups in Hong Kong。八十二學年度師範學院教育學術，181-208。
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學位論文
1.	蕭淳元(1995)。國語低成就學童音韻能力特徵之探討(碩士論文)。國立台南師範學院。延伸查詢
2.	洪慧芳(1993)。文字組合規則與漢語閱讀障礙：對漢語閱讀障礙學童的一項追蹤研究(碩士論文)。國立中正大學。延伸查詢
3.	Barker, T. A.(1994)。An Evaluation of Computer-Assisted Instruction in Phonological Awareness with Below Average Readers(博士論文)。The Florida State University。

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圖書論文
1.	Bentin, S.(1992)。Phonological awareness, reading, and reading acquisition: A survey and appraisal of current knowledge。Orthography, Phonology, Morphology, and Meaning。Amsterdam：Elsevier Science Publishers B. V.。
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3.	Leong, C. K.(1991)。From phonemic awareness to phonological processing to language access in children developing reading proficiency。Phonological Awareness in Reading: The Evolution of Current Perspectives。New York：Springer-Verlag。
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6.	Treiman, R.、Baron, J.(1981)。Segmental analysis ability: Development and relation to reading ability。Reading Research: Advances in Theory and Practice。New York：Academic Press。
7.	Treiman, R.(1991)。Phonological awareness and its roles in learning to read and spell。Phonological Awareness in Reading: The Evolution of Current Perspectives。New York：Springer-Verlag。
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9.	Yopp, H. K.(1985)。Phoneme segmentation ability: A prerequisite for phonics and sight word achievement in beginning reading?。Issues in Literacy: A Research Perspective。

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