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題名：認字薄弱群體之閱讀能力及相關變項探討
書刊名：特殊教育研究學刊
作者：吳宜貞／黃秀霜 引用關係
作者(外文)：Wu, Yi-zeng／Huang, Hsiu-shuang
出版日期：1998
卷期：16
頁次：頁203-224
主題關鍵詞：認字薄弱；閱讀能力；國小學生
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(2) 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:131
  • 點閱點閱:24
　　　　　本研究之目的主要描述認字薄弱群體在城鄉上之發生率、認字情況、家庭環境分 析以及其在語意區辨以及閱讀理解上之分析等四部份。 本研究以臺南縣、高雄市之國民小學五年級 511 人作為研究對象。所得之研究結果如下： １．在城鄉上的發生比例並無顯著差異存在。 ２．認字薄弱群體和一般五年級學童在九個認字層次中，以認字層次 3、4 的差異最大。 ３．在家庭環境變項分量表「閱讀氣氛和習慣」上認字薄弱群體與非認字薄弱群體間有顯著 差異存在（ F=4.45,p<.05 ），推論此一群體對於從事閱讀，缺乏內在動機與外在誘因，在 家中亦缺乏他人指導其不會的地方。 ４．認字薄弱群體之認字能力與語意區辨、 閱讀理解間有顯著相關存在（ r=.30、 .31,p <.05 ）。 ５．認字薄弱群體之認字能力與語意區辨、 閱讀理解之相關顯著低於非認字薄弱群體（ Z=2.54、1.92,p<.05 ）。 本研究希望提供家長在瞭解孩童認字以及閱讀能力之餘，能進一步瞭解影響到孩子閱讀能力 的一些相關家庭環境變項因素，以供改善之參考。
　　　　　The purpose of this study was to analyze the word recognition ability, family surroundings, semantic distinction and reading comprehension in the lower word-recognition group. The subjects included 511 fifth graders. There were 5 different test materials: Raven's Progressive Matrices (SPM), the Graded Chinese Characters Recognition Test, Reading Comprehension Test, Semantic Distinction Test and Family Surroundings Inventory. The main results were summarized as follows: 1. The occurrent rate of lower word-recognition was not different between the city and the country. 2. The most variance was shown in levels 3 and 4 comparing the lower word-recognition group and the normal group. 3. A significant difference was found between the lower word-recognition group and the normal group on the atmosphere and habits of reading sub-test (F=445, P<.05), not on the environment of reading sub-test, and the parents caring about children's academic achievement and their expectation sub-test. 4. There was significant relationship among the ability of recognizing word, the semantic distinction and the reading comprehension for the lower word-recognition (r=.30;.31, P<.05), The relations between the ability of recognizing word, the semantic distinction and the reading comprehension for the lower word-recognition was lower than the relations the normal group (z=2.54, 1.92, P<.05).
期刊論文
1.Carr, S. C.、Thompson, B.(1996)。The effects of prior knowledge and schema activation strategies on the inferential reading comprehension of children with and without learning disabilities。Learning Disability Quarterly，19(1)，48-61。  new window
2.Freebody, P.、Byrne, B.(1988)。Word-reading strategies in elementary school children: Relations to comprehension, reading time, and phonemic awareness。Reading Research Quarterly，23(4)，441-453。  new window
3.McBride-Chang, C.、Manis, F. R.、Seidenberg, M. S.、Custodio, R. G.、Doi, L. M.(1993)。Print Exposure as a Predictor of Word Reading and Reading Comprehension in Disabled and Non-disabled Readers。Journal of Educational Psychology，85(2)，230-238。  new window
4.Taylor, L. C.、Hinton, I. D.、Wilson, M. N.(1995)。Parental influences on academic performance in African-American students。Journal of Child and Family Students，4(3)，293-302。  new window
5.Perfetti, C. A.、Hogaboam, T.(1975)。Relationship between single word decoding and reading comprehension skill。Journal of Educational Psychology，67(4)，461-469。  new window
6.陳密桃(19920500)。從認知心理學的觀點談閱讀理解。教育文粹，21，10-19。  延伸查詢new window
7.鄭昭明(19870400)。認知心理學與教學研究：一般介紹。現代教育，2(2)=6，86-114。  延伸查詢new window
8.Juel, Connie、Griffith, Priscilla L.、Gough, Philip B.(1986)。Acquisition of literacy: A longitudinal study of children in first and second grade。Journal of Educational Psychology，78(4)，243-255。  new window
9.柯華葳(19941200)。從心理學觀點談兒童閱讀能力的培養。華文世界，74，63-67。new window  延伸查詢new window
10.柯華葳(19860100)。由兒童會錯意字的分析探討兒童認字方法。華文世界，39，25-32。new window  延伸查詢new window
11.高玉蓉(19930600)。由視知覺歷程探討閱讀障礙學生的學習困難。特殊教育季刊，47，21-24。new window  延伸查詢new window
12.張春興(19880600)。知之歷程與教之歷程: 認知心理學的發展及其在教育上的應用。教育心理學報，21，17-38。new window  延伸查詢new window
會議論文
1.Quay, L. C.、Mothews, M.、Schwarzmueller, B.(1976)。Communication encoding and decoding in children from different socioeconomic and racial groups。Annual Meeting of the American Educational Research Association，(會議日期: 1976/4/19-23)。San Francisco。  new window
2.Rupley, W. H.、Willson, V. L.(1991)。Relationship of reading comprehension to components of word recognition: Support for developmental shifts。The National Reading Conference。Plam Springs, CA.。  new window
研究報告
1.中央研究院中文詞知識庫小組(1993)。新聞語料字頻統計表。台北：中央研究院。  延伸查詢new window
學位論文
1.陳翠華(1996)。國小學生家庭環境、心理特質與學業成就關係之研究(碩士論文)。國立台南師範學院。  延伸查詢new window
2.Coffma, N.(1982)。A study of the Relationship between Word Recognition and Comprehension in Second and Fifth Grade Students(碩士論文)。Salem College，North Carolina, Winston Salem。  new window
3.郭靜姿(1992)。閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力之成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.胥彥華(1989)。學習策略對國小六年級學生閱讀效果之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
5.張世平(1983)。高中生的教師期望、父母期望、自我期望與學業成就的關係(碩士論文)。國立臺灣師範大學。  延伸查詢new window
6.何金針(1986)。國中學生性別角色與生活適應、學習成就之關係(碩士論文)。國立臺灣師範大學。  延伸查詢new window
7.姚若芹(1986)。母親就業、家庭社經地位與父母態度對國中生學業成就之影響(碩士論文)。國立政治大學。  延伸查詢new window
8.陳彥玲(1986)。台北市一年級國民小學學童閱讀成就與家庭變因之關係(碩士論文)。國立臺灣大學。  延伸查詢new window
圖書
1.Alexander, J. E.、Heathington, B. S.(1988)。Assessing and correcting classroom reading problems。Glenview, IL。  new window
2.Gillet, J. W.、Temple, C.(1986)。Understanding reading problems: Assessment and instruction。Boston：Little, Brown and Company。  new window
3.周台傑(1994)。國民小學國語文成就測驗--五年級。臺北：精華印刷企業社。  延伸查詢new window
4.林繼盛(1982)。影響兒童學業成就的家庭因素。臺灣省國校教師研習會。  延伸查詢new window
5.Baumann, J. F.(1988)。Reading assessment:An instructional decision--making perspective。Merrill Publishing Company。  new window
6.Ekwall, E. E.、Shanker, J. L.(1989)。Teaching reading in the elementary school。Columbus：Merrill Publishing Company。  new window
7.Goswami, U.、Bryant, P.(1990)。Phonological skills and learning to read。Lawrence Erlbaum Associates, Inc.。  new window
8.Johnson, P.(1981)。Implications of basic research for the assessment of reading comprehension。Urbana：University of Illinois, Center for the Study of Reading。  new window
9.Rayner, K.、Pollastsek, A.(1989)。The reading psychology of reading。Englewood Cliffs, N. J.：Prentice-Hall, Inc.。  new window
10.Rubin, D.(1991)。Diagnosis and correction in reading instruction。Allyn and Bacon。  new window
11.Harris, J. H.、Sipay, E. R.(1990)。How to increase reading ability: A guide to developmental & remedial methods。New York：Longman。  new window
12.Gagné, E. D.、Yekovich, C. W.、Yekovich, F. R.(1993)。The cognitive psychology of school learning。New York, NY：Harper Collins College Publishers。  new window
13.Stoodt, B. D.(1989)。Reading instruction。New York：Harper Row, Publishers, Inc.。  new window
14.林清山(1991)。教育心理學--認知取向。台北：遠流。  延伸查詢new window
15.Harris, M.、Coltheart, M.(1986)。Language processing in children and adults: An introduction。London：Routledge & Kegan。  new window
16.鍾聖校(1990)。認知心理學。台北：心理。  延伸查詢new window
單篇論文
1.Levine, V.(1983)。The interaction of family environment and educational administration(ED 235558)。  new window
圖書論文
1.Gough, P. B.、Juel, C.(1991)。The first stages of word recognition。Learning to read: Basic research and its implications。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
2.柯華葳(1993)。語文科的閱讀教學。學習輔導：學習心理學的應用。臺北市：心理出版社。  延伸查詢new window
3.Kamhi, Alan G.、Catts, H. W.(1991)。Language and reading: Convergences, divergences and development。Reading disabilities: A developmental language perspective。Allyn & Bacon。  new window
4.Kamhi, A. G.(1991)。Causes and Consequences of Reading Disabilities。Reading disabilities: A developmental language perspective。Needham Heights, MA：Allyn and Bacon。  new window
5.Turner, T. N.(1988)。Comprehension: Reading for meaning。Teaching Reading。Boston：Scott, Foresman and Company。  new window
6.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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