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題名：音素覺識在中文閱讀習得歷程中的角色：個案研究
書刊名：臺東大學教育學報
作者：曾世杰 引用關係／王素卿
作者(外文)：Tzeng, Shih-jay／Wang, Shu-ching
出版日期：2003
卷期：14(下)
頁次：頁23-50
主題關鍵詞：閱讀；中文；聲韻覺識；音素覺識；注音符號；個案研究；Reading；Chinese；Phonological awareness；Phonemic awareness；Phonetic symbols；Case study
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(5) 博士論文(1) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:182
  • 點閱點閱:434
本研究旨在檢驗音素覺識在中文閱讀歷程中的角色，研究者運用紙筆測驗、錄音、錄影、訪跡與實際教學等不同的方式，對三類具有不 同特質的個案蒐資料，他們分別是：一、一名曾接受國小注音符號教學及多次補救教學，但始終缺乏聲韻能力的國小六年級智障女童；二、三名從未接受任何拼音文字訓練，平均七十八歲的老人家；三、一名六籍的早慧學前女童，她先學會識字及說讀，進入小學接受注音符號教學後，才發展出聲音覺識的能力；研究者發現，這三類個案均無法以既有的測驗工具測量出其音素覺識能力，其閱讀能力卻與同儕相當。為了檢這種「不具音素覺識能力，卻能閱讀」的現象，是否為極罕見的特例，研究者對二名尚未學習注意符號的學前兒童施予識字教學，教學後再指定文章閱讀，並施予閱讀測驗，結果發現，學齡前兒童在不具備聲音處理能力之前，只要認識相關的漢字，即可進行中文閱讀，並獲致理解。本研究的結果，支持「音素覺識並非中文閱讀的必要條件」此一論點。過去的研究指出，聲音覺識和中文閱讀理解有高相關，研究者認為，這有可能是教育設計使然，而不是認知上的必然。
This study collected data from Chinese readers in Taiwan whose phonological awareness (PA) capabilities were either very poor or not measurable via conventional test. These readers all read quite well when compared with their peers. They were (1) a six-grade mentally-retarded grill who had received remedial course about Chinese phonetic symbols (注音符號) several times in primary school but demonstrated unsuccessful; (2) three elder veterans, aged 78 averagely, who had no experience at all about any phonetic or spelling training; (3) a 6-year-old reading-precocious girl who also had not been exposed to phonetic or spelling training. The results indicated that there was no evidence supporting they have capabilities in PA tasks. To check whether this “reading without PA ” phenomena is very rare and only occurred in exceptional cases, two 6-year-old “ordinary” children were chosen to received Chinese character training sessions. After the training, researchers evaluated their reading comprehension of given books. Again, they successfully read the book, and did understand what they read. The researchers speculated that the significant role of PA in Chinese reading, ad indicated in the literature, perhaps was a result of curriculum design. PA seemed to be not a cognitive prerequisite of Chinese reading.
Other
1.江政如(1999)。聲韻覺識與中文認字能力的相關性研究。  延伸查詢new window
期刊論文
1.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
2.黃秀霜(19970600)。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。臺南師院學報，30，263-288。new window  延伸查詢new window
3.Ho, Connie S.-H.、Bryant, Peter(1997)。Learning to Read Chinese beyond the Logographic Phase。Reading Research Quarterly，32(3)，276-289。  new window
4.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
5.柯華葳、李俊仁(19961200)。初學識字成人語音覺識與閱讀能力的關係。國立中正大學學報. 社會科學分冊，7(1)，29-47。  延伸查詢new window
6.Liberman, Isabelle Y.、Shankweiler, Donald P.、Fischer, F. William、Carter, Bonnie(1974)。Explicit Syllable and Phoneme Segmentation in the Young Child。Journal of Experimental Child Psychology，18(2)，201-212。  new window
7.Stanovich, K. E.、Siegel, L. S.(1994)。Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model。Journal of Educational Psychology，86(1)，24-53。  new window
8.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
研究報告
1.柯華葳(1993)。臺灣地區閱讀研究文獻回顧（1991-1992）。國立中正大學認知科學研究中心。  延伸查詢new window
學位論文
1.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
圖書
1.Goswami, Usha C.、Bryant, Peter E.(1990)。Phonological Skills and Learning to Read。Hillsdale, NJ：Hove, England：Lawrence Erlbaum：Psychology Press。  new window
2.洪儷瑜(1996)。學習障礙者教學。臺北市：心理出版社。  延伸查詢new window
3.Adams, M. J.(1990)。Beginning to read: Learning to think about print。Cambridge, MA：MIT Press。  new window
4.黃秀霜(2001)。中文年級認字量表 : 指導手冊。臺北市：心理出版社。  延伸查詢new window
5.裘錫圭、許錟輝(1994)。文字學概要。台北：萬卷樓。  延伸查詢new window
6.王鳳陽(1989)。漢字學。長春：吉林文史出版社。  延伸查詢new window
其他
1.李祈雯(1992)。中國兒童識字策略之發展。  延伸查詢new window
2.柯華葳(1999)。閱讀理解困難篩選測驗。new window  延伸查詢new window
3.洪儷瑜，陳美芳(1996)。學習特質檢覈表。  延伸查詢new window
4.洪碧霞，邱上貞(1997)。國民小學語文低成就學童篩選工具系列發展研究。  延伸查詢new window
5.黃秀霜(1996)。中文年級認字量表之編製及國語低成就兒童認字困難之診斷。  延伸查詢new window
6.曾世杰(1996)。閱讀低成就學童及一般學童的閱讀歷程成分分析研究。  延伸查詢new window
7.曾世杰(1997)。國語文低成就學生之工作記憶與聲韻處理。  延伸查詢new window
8.曾世杰(1999)。國語文低成就學童之工作記憶、聲韻處理能力與叫名速度之研究。  延伸查詢new window
9.Ball, E., & Blachman, B.(1988)。Phoneme segmentation training: Effect on reading readiness。  new window
10.Blachman, B. A.(1994)。What we have learned from longitudinal studies of phonological processing reading , and some unanswered questions: A response to Torgesen, Wanger and Rashotte。  new window
11.Bradley, L., & Bryant, P. E.(1983)。Categorizing sounds and learning to read: A causal connection。  new window
12.Brady A. S., & Shankweiler P. D.(1991)。Phonological process in literacy。  new window
13.Byrne, B. & Fielding-Bamsley, R.(1989)。Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle。  new window
14.Chang, Catherine Mcbride(1995)。What is phonemic awareness。  new window
15.Catherine M., & Manis F.(1996)。Structural in variance in the association of naming speed , Phonemic awareness and verbal reasoning in good and poor reader : A test of the double deficit hypothesis。  new window
16.Cossu, G., Shankweiler, D., Liberman, I., Tola, G., & Katz, L.(1988)。Awareness of phonological segments and reading ability in Italian children。  new window
17.Fletcher, J., Shaywitz, S., Shankweiler, D., Katz, L.(1994)。Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions。  new window
18.Huang, H. S., & Hanley, J. R.(1994)。The comparative study of phonemic awareness visual skills and reading ability on pinyin and non-pinyin groups in Hong Kong。  new window
19.Lance, D. M.(1997)。A validity of an implicit phonemic awareness paradigm。  new window
20.Lundberg, I., Olofsson, A., & Wall, S.(1980)。Reading and spelling skills in the first school years, predicted from phonemic awareness skills in kindergarten。  new window
21.Morais, J., Bertelson, P., Cary, L. & Alegria, J.(1986)。Literacy training and speech segmentation。  new window
22.Read, C., Zhang, Y., Nie, H., & Ding, B.(1986)。The ability to manipulate speech sounds depend on knowing alphabetic writing。  new window
23.Spector, J. E.(1995)。Phonemic awareness training: application of principles of direct instruction。  new window
24.Trei, L.(2003)。Remediation training improves reading ability of dyslexic children。  new window
25.Webster, A. M.(1981)。Webster's third new international dictionary of the English language。  new window
圖書論文
1.Liberman, I. Y.、Shankweiler, D.、Liberman, A. M.(1989)。The alphabetic principle and learning to read。Phonology and reading disability: Solving the reading puzzle。Ann Arbor, MI：The University of Michigan Press。  new window
2.萬雲英(19910000)。兒童學習漢字的心理特點與教學。中國人．中國心：發展與教學篇。臺北：遠流。new window  延伸查詢new window
3.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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