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題名：國小低閱讀能力學童語言能力之研究
書刊名：特殊教育研究學刊
作者：錡寶香 引用關係
作者(外文)：Chi, Pao-hsiang
出版日期：2001
卷期：20
頁次：頁69-96
主題關鍵詞：國小；閱讀能力；語言能力
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(11) 博士論文(2) 專書(0) 專書論文(1)
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  • 共同引用共同引用:100
  • 點閱點閱:85
　　　　　本研究主要目的為探討國小低閱讀能力學童的語言能力。研究對象取自臺中市、縣及彰化縣國小三、五年級之高低閱讀能力學童，共計150名。研究者以「中文閱讀理解測驗」、「兒童口語理解測驗」、「國小學童書寫語言測驗」、「語意-語法測驗」蒐集學童之閱讀理解、語意、語法能力。研究主要發現如下 （一） 國小三、五年級低閱讀能力學童在整體性聽覺理解、語意能力、語法能力、一般字彙能力皆顯著低於同年級高閱讀能力學童。而且，其在語意判斷、語法理解、整體性聽覺理解等能力亦小於常模平均數一個標準差以上。 （二） 一般字彙能力與國小三年級低閱讀能力學童的閱讀理解較具明顯之關係。整體性聽覺理解能力、語意能力、語法能力與一般字彙能力則與國小五年級低閱讀能力學童的閱讀理解具有中上程度之相關。 （三） 詞彙造句與語法結構造句兩項能力可有效預測三年級高閱讀能力學童的閱讀理解。部首覺知能力則可有效預測國小三年級低閱讀能力學童的閱讀理解。另外，部首覺知或一般字彙能力與語法理解能力則最能預測國小五年級低閱讀能力學童的閱讀理解。 （四） 各低閱讀能力學童一般字彙能力、整體性聽覺理解能力的剖析顯示，低閱讀能力群體的變異性極大，21/78(27%)學童在聽覺理解與一般字彙能力並未有問題；19/78(25%)學童在聽覺理解無問題，但是卻有字彙問題。另外，亦有22/78(28%)學童的聽覺理解能力與一般字彙能力都有問題。16/78(21%)學童的聽覺理解能力有問題，但在字彙方面則無問題。
　　　　　The language skills in 37 third-grade and 41 fifth-grade poor readers were compared with that of grade-matched good readers. It was found that: 1. the semantic, syntax, word recognition and listening comprehension skills in poor readers were inferior to grade-matched good readers. 2. the fifth-grade poor readers' semantic, syntax, word recognition, listening comprehension skills were moderately correlated with reading comprehension. 3. the orthographic knowledge of Chinese word could be the most powerful predictor in explaining reading comprehension in the poor readers. 4. the poor readers constituted heterogeneous groups and that 4 different types of poor readers could be identified, including: (a)both listening comprehension and word recognition skills are within normal range, (b)both listening comprehension and word recognition skills are poor, (c)listening comprehension skill is poor, but word recognition skill is within normal range, (d)listening comprehension skill is within normal range, but word recognition skill is poor.
期刊論文
1.陳美芳(19980600)。國小學童口語語言理解與閱讀理解能力之關係。特殊教育研究學刊，16，171-184。new window  延伸查詢new window
2.Stanovich, K. E.(1994)。Constructivism in reading education。Journal of Special Education，28(3)，259-274。  new window
3.何寶璋(1994)。談漢語語法的一些特點。華文世界，71，50-57。  延伸查詢new window
4.Vellutino, F. R.(1987)。Dyslexia。Scientific American，256(3)，34-41。  new window
5.Bentin, S.、Deutsch, A.、Liberman, I.(1990)。Syntactic competence and reading ability in children。Journal of Experimental Child Psychology，48，147-172。  new window
6.洪儷瑜(1999)。國小國語文低成就學生之視知覺能力研究。特殊教育研究學刊，15，275-292。new window  延伸查詢new window
7.Aaron, P. G.、Joshi, R. M.、Williams, K. A.(1999)。Not all reading disabilities are alike。Journal of Learning Disability，32(2)，120-137。  new window
8.Seidenberg, P.、Bernstein, D.(1986)。The Comprehension of Similes and Metaphors by Learning Disabled and Nonlearning-Disabled Children。Language, Speech, and Hearing Services in Schools，17，219-229。  new window
9.Aaron, P. G.、Joshi, H. W.(1991)。Can reading disabilities be diagnosed without using intelligence tests?。Journal of Learning Disabilities，24，178-186。  new window
10.Beck, I. L.、Perfetti, C. A.、McKeown, M. G.(1982)。Effects of long-term vocabulary instruction on lexical access and reading comprehension。Journal of Educational Psychology，74(4)，506-521。  new window
11.陳秀芬(19990600)。中文一般字彙知識教學法在增進國小識字困難學生識字學習成效之探討。特殊教育研究學刊，17，225-251。new window  延伸查詢new window
12.Lysynchuk, L. M.、Pressley, M.、Vye, N. J.(1990)。Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders。The Elementary School Journal，90(5)，469-484。  new window
13.Badian, Nathlie A.(1999)。Reading disability defined as a discrepancy between listening and reading comprehension: A longitudinal study of stability, gender differences, and prevalence。Journal of Learning Disabilities，32(2)，138-148。  new window
14.Ben-Dror, I.、Bentin, S.、Frost, R.(1995)。Semantic, phonologic and morphologic skills in reading disabled and normal children: Evidence from perception and production of spoken Hebrew。Reading Research Quarterly，30(4)，876-893。  new window
15.陳美芳(19990600)。國語文低成就學童口語理解能力的發展。特殊教育研究學刊，17，189-204。new window  延伸查詢new window
16.Vellutino, F. R.、Scanlon, D. M.(1987)。Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study。Merrill Palmer Quarterly，33(3)，321-363。  new window
17.Lyon, G. R.(1995)。Toward a definition of dyslexia。Annals of Dyslexia，45(1)，1-27。  new window
18.胡志偉(19890600)。中文詞的辨識歷程。中華心理學刊，31(1)，33-39。new window  延伸查詢new window
19.陳美芳(19970600)。國小學童聽覺理解與聽覺記憶能力之研究--不同國語文程度學生的比較。特殊教育研究學刊，15，293-305。new window  延伸查詢new window
20.Catts, H. W.(1993)。The relationship between speech-language impairments and reading disabilities。Journal of Speech and Hearing Research，36(5)，948-958。  new window
21.Gough, P. B.、Tunmer, W. E.(1986)。Decoding, reading, and reading disability。Remedial and Special Education，7(1)，6-10。  new window
22.Gough, P. B.、Hoover, W. A.(1990)。The Simple View of Reading。Reading and Writing: An Interdisciplinary Journal，2(2)，127-160。  new window
23.Stanovich, K. E.、Siegel, R. M.(1994)。Phenotypic performance profiles of children with reading disabilities: A regression-based test of the phonological-core variables-difference model。Journal of Educational Psychology，86(1)，24-53。  new window
24.De Soto, J. L.、De Soto, C. B.(1983)。Reading achievement and automatic recognition of words and pseudowords。Journal of Reading Behavior，17(2)，115-127。  new window
25.Singer, M. H.、Crouse, J.(1981)。The relationship of context-use skills to reading: A case for an alternative experimental longic。Child Development，52，1326-1329。  new window
26.Bishop, D.、Adams, C.(1990)。A prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders, and Reading Retardation。The Journal of Child Psychology and Psychiatry，31，1027-1050。  new window
27.Snider, V. E.(1989)。Reading comprehension performance of adolescents with learning disabilities。Learning Disability Quarterly，12，87-96。  new window
28.簡明建(1998)。PASS認知歷程模式在國小閱讀障礙兒童認知歷程分析上之應用。特殊教育研究學刊，16，225-245。new window  延伸查詢new window
29.Vellutino, F. R.(1977)。Alternative conceptualizations of dyslexia: Evidence in support of a verbal-deficit hypothesis。Harvard Educational Review，47，334-354。  new window
30.Scanlon, D. M.、Vellutino, F. R.、Spearing, D.(1995)。Semantic and phonological coding in poor and normal readers。Journal of Experimental Child Psychology，59(1)，76-123。  new window
31.Vogel, S.(1983)。A qualitative analysis of morphologic development in learning disabled and achieving children。Journal of Learning Disabilities，6，457-465。  new window
32.Kavale, K.(1982)。A comparison of learning disabled and normal children on the Boehm Test of Linguistic Concepts。Journal of Learning Disabilities，15，160-164。  new window
33.Wiig, E.、Semel, E.、Nystrom, L.(1982)。Comparison of rapid naming abilities in language learning disabled and academically achieving eight-year-olds。Language, Speech, and Hearing Services in Schools，13，11-23。  new window
34.Badian, N. A.、Duffy, F. H.、Als, H.、McAnulty, G. B.(1991)。Linguistic profiles of dyslexic and good readers。Annals of Dyslexia，41，221-245。  new window
35.Bjorklund, D. F.、Bernholtz, J. E.(1986)。The role of knowledge base in the memory performance of good and poor readers。Journal of Experimental Child Psychology，41，367-393。  new window
36.Glass, A. L.、Perna, J.(1986)。The role of syntax in reading disability。Journal of Learning Disabilities，19，354-359。  new window
37.Kamhi, A. G.、Koenig, L.(1985)。Metalinguistic awareness in normal and language-disordered children。Language, Speech, and Hearing Services in Schools，16，199-210。  new window
38.Leong, C. K.(1989)。Productive knowledge of derivational rules in poor readers。Annals of Dyslexia，39，94-115。  new window
39.Flood, H.、Menyuk, P.(1981)。Linguistic competence, reading, writing problems and remediation。Bulletin of the Orton Society，31，13-28。  new window
40.Sawyer, D. J.(1992)。Language abilities, reading acquisition, and developmental dyslexia: A discussion of hypothetical and observed relationships。Journal of Learning Disabilities，25(2)，82-95。  new window
41.Scarborough, H. S.(1991)。Early syntactic development of dyslexic children。Annals of Dyslexia，41，207-220。  new window
42.Seigel, L.、Ryan, E.(1988)。Development of grammatical-sensitivity, phonological and short-term memory skills in normally achieving and learning disabled children。Developmental Psychology，2(1)，28-37。  new window
43.Seidenberg, P. L.、Bernstein, D. K.(1988)。Metaphor comprehension and performance on metaphor-related language tasks: A comparison of good and poor readers。Remedial and Special Education，9，39-45。  new window
會議論文
1.Spekman, N.、Roth, F.(1986)。Syntactic abilities of learning disabled and normally achieving students: Some new findings。Madison, WI。  new window
2.Speaker, R.、Dermody, M.(1995)。Effects of reciprocal strategy training in prediction, clearification, question generating, and summarization on fourth graders' reading comprehension。沒有紀錄。190-196。  new window
3.曾世杰(1996)。閱讀低成就學童與一般學童的閱讀歷程成分分析研究。臺東。  延伸查詢new window
4.Strand, K.(1982)。The development of idiom comprehension in language disordered children。Madison, WI。  new window
5.洪碧霞、邱上真、葉千綺、林素微(1999)。國小學童國語文能力成長組型之探討。沒有紀錄。130-142。new window  延伸查詢new window
6.馬文駒(1994)。大陸識字教學新進展。臺北市。109-125。  延伸查詢new window
7.李俊仁、柯華葳(1999)。以認知成份分析區辨學童閱讀困難的效能。沒有紀錄。130-142。  延伸查詢new window
研究報告
1.邱上真、洪碧霞(1997)。國語文低成就學生閱讀表現之追蹤研究（II）－國民小學國語文低成就學童篩選工具系列發展之研究。臺北。  延伸查詢new window
2.胡志偉、顏乃欣(1991)。中國語文心理學研究第一年度結案報告。嘉義。  延伸查詢new window
3.簡淑真、曾世杰(1995)。國語文低成就學生之工作記憶與聲韻處理能力之研究。行政院國家科學委員會。  延伸查詢new window
4.劉信雄、曾世杰(1996)。閱讀低成就學童及一般學童的閱讀成分分析研究。沒有紀錄。  延伸查詢new window
5.Tallal, P.、Curtiss, S.、Kaplan, R.(1989)。The San Diego longitudinal study: Evaluating the outcomes of preschool impairment in language development。沒有紀錄。  new window
學位論文
1.鄭涵元(1994)。詞的閱讀學習策略對國小兒童閱讀理解影響效果之實驗研究，0。  延伸查詢new window
2.吳嘉芬(1998)。部首覺知對兒童認字的影響(碩士論文)。國立中正大學。  延伸查詢new window
3.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new window
4.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new window
5.方金雅(1996)。國小學生一般字彙知識、認字能力與國語文學業成就之相關研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
6.溫詩麗(1996)。北市國小閱讀障礙資源班學生認知能力組型之研究，0。  延伸查詢new window
圖書
1.Just, Marcel Adam、Carpenter, Patricia A.(1987)。The Psychology of Reading and Language Comprehension。Allyn and Bacon。  new window
2.岳修平、E. D. Gagne、C. W. Yekovich、F. R. Yekovich(1998)。教育心理學。臺北市：遠流出版社。  延伸查詢new window
3.林寶貴、錡寶香(1999)。中文閱讀理解測驗。臺北市：國立臺灣師範大學特殊教育學系：國立台灣師範大學特殊教育中心。  延伸查詢new window
4.Goswami, Usha C.、Bryant, Peter E.(1990)。Phonological Skills and Learning to Read。Hillsdale, NJ：Hove, England：Lawrence Erlbaum：Psychology Press。  new window
5.Yuill, N.、Oakhill, J. V.(1991)。Children's problems in text comprehension: An experimental investigation。Cambridge University Press。  new window
6.Norman, D. A.、Rumelhart, D. E.(1975)。Explorations in cognition。W. H. Freeman。  new window
7.Kuder, S. J.(1997)。Teaching students with language and communication disabilities。Needham Heights, MA。  new window
8.Aaron, P. G.、Joshi, R. M.(1992)。Reading Problems: Consultation and Remediation。New York：The Guilford Press。  new window
9.Hallahan, D. P.、Kauffman, J. M.、Lloyd, J. W.(1999)。Introduction to learning disabilities。Allyn & Bacon。  new window
10.Best, John B.、黃秀瑄、林瑞欽(1991)。認知心理學。臺北：師大書苑。  延伸查詢new window
11.Perfetti, C. A.(1985)。Reading ability。Oxford University Press。  new window
12.Kintsch, Walter(1974)。The representation of meaning in memory。Lawrence Erlbaum Associates。  new window
13.林寶貴、錡寶香(1999)。兒童口語理解測驗。兒童口語理解測驗。沒有紀錄。new window  延伸查詢new window
14.林寶貴、錡寶香(2000)。國小學童書寫語言測驗。台北：教育部特殊教育工作小組。new window  延伸查詢new window
15.Hoskins, B.(1983)。Semantics。Language learning disabilities。Rockville, MD。  new window
16.Vellutino, F.、Scanlon, D.(1982)。Verbal processing in poor and normal readers。Verbal processes in children。New York, NY。  new window
17.Perfetti, C. A.(1990)。The cooperative language processors: Semantic influences in an autonomous syntax。Comprehension processes in reading。Hillsdale, NJ。  new window
18.Singer, M.(1990)。Psychology of language: An introduction to sentence and discourse processes。Psychology of language: An introduction to sentence and discourse processes。Hillsdale, NJ：Lawrence Erlbaum。  new window
19.Aaron, P. G.(1989)。Dyslexia and hyperlexia。Kluwer Academic Publishers。  new window
20.Catts, H. W.、Kamhi, A. G.(1989)。Language and reading: Convergences, divergences, and development。Reading disabilities: A developmental language perspective。Newton, MA。  new window
21.Crain, S.(1989)。Why poor readers misunderstand spoken sentences。Phonology and reading disability: Solving the reading puzzle。Ann Arbor, MI。  new window
22.Roth, F.、Spekman, N.(1989)。Higher-order language processes and reading disabilities。Reading disabilities: A developmental language perspective。Newton, MA。  new window
23.Stanovich, K. E.(1993)。The construct validity of discrepancy definitions of reading disability。Better understanding of learning disabilities: New views from research and their implications for education and public policies。Baltimore, MD。  new window
24.Stanovich, K. E.(1986)。Cognitive processes and the reading problems of learning disabled children: Evaluating the assumption of specificity。Psychological and educational perspectives in learning disabilities。New York, NY。  new window
其他
1.錡寶香(1999)。語意－語法測驗，0。  延伸查詢new window
2.Vellutino, F. R.(1998)。Research in the study of reading disability: What have we learned in the past four decades?，0。  new window
3.Rupley, W. H.(1995)。Contributions of phonemic knowledge, prior knowledge, and listening comprehension to elementary-age children's reading comprehension，0。  new window
圖書論文
1.Vellutino, F. R.、Scanlon, D. M.、Tanzman, M. S.(1994)。Components of reading ability: Issues and problems in operationalizing word identifications, phonological coding, and orthographic coding。Frames of reference for the assessment of learning disabilities: New views on measurement issues。Baltimore, MD：Paul H. Brookes Publishing Co.。  new window
2.Carr, T. H.、Brown, T. L.、Vavrus, L. G.、Evans, M. A.(1990)。Cognitive skill maps and cognitive skill profiles: Componential analysis of individual differences in children's reading efficiency。Reading and its development: component skills approaches。Academic Press Inc.。  new window
3.James, J. H.、Sticht, T. G.(1984)。Listening and reading。Handbook of reading research。New York, NY：Longman。  new window
4.McClelland, J. L.(1986)。The programmable blackboard model of reading。Parallel distributed processes: Psychological and biological models。Cambridge, MA：MIT Press。  new window
 
 
 
 
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