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題名：六歲兒童的閱讀差異分析個案研究
書刊名：臺北教育大學語文集刊
作者：林文韵 引用關係
作者(外文)：Lin, Wen-yun
出版日期：2014
卷期：26
頁次：頁149-180
主題關鍵詞：閱讀歷程；閱讀差異分析；閱讀差異；文字書本概念；RMI；Reading miscue analysis；Miscue analysis inventory；Concept about print
原始連結：連回原系統網址new window
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本研究為中文的閱讀差異分析（Reading Miscue Analysis）個案研究。以一位六歲的學前兒童為對象，探究學前兒童閱讀中文的歷程及其對閱讀的概念，以反思教學安排及課程設計。研究設計參考Clay（2000）文字書本概念（Concept about Print）的研究，設計藏有錯字的讀本為閱讀的文本，以閱讀差異為分析工具進行研究。研究問題為：1.六歲兒童的閱讀歷程為何？2.六歲兒童的閱讀歷程對語文課程的啟示為何？從本研究對象閱讀差異顯現其閱讀歷程如下：1.六歲兒童能應用多元的線索與策略閱讀。2.閱讀是一個建構意義的過程。對語文課程的啟示為:1.教師應使用未簡化的書本，以協助學生在完整的語境中，運用線索來學習閱讀。2.首冊課文可同時呈現國字和注音，以利學生以國字學習注音。3.閱讀教學應重視應用多元線索閱讀與回應文本的能力。4.老師應理解朗讀時發生的閱讀差異是自然現象，而不是因為學生不專心。5.老師應理解在文本中找錯字是有難度的，因為閱讀是讀意義而不是找錯字。閱讀差異分析是一個「看見兒童」（Kidwatching）（Y. Goodman, 2002）的過程。研究者建議老師以閱讀差異分析發現及評量學生的能力，並據以設計課程，以進行有效的教學。
This is a case study of Reading Miscue Analysis on a six-year-old Child. The research purpose is to explore the reading process and the concept about print of a child reading Chinese as the first language, and then to further reflect on the school curriculum. The research applies Clay's (2000) Concept about Print to design an illustrated text embedded with misprinted characters and to use Miscue Analysis Inventory (Y. Goodman, Watson & Burke, 2005) to analysis the reading miscues. The six-year-old child reveals the reading process as followings: 1. a young reader of six has the ability to apply multiple cues and strategies to read. 2. Reading is a process of meaning construction. This research suggests that: 1. Teachers should use un-simplified texts to help children to read and to read by applying multiple cueing system. 2. The textbook for learning Chinese phonetic system should be written in both Chinese characters and phonetic symbols side by side. 3. Reading curriculum should cover the instruction of reading by applying multiple cueing system and by responding to the text. 4. Teachers should understand that reading with miscues is a natural phenomenon in the process of reading aloud. 5. Teachers should be aware of that the assignment of finding misprinted characters in a text is not easy for the readers. Reading Miscue Analysis is a process of ＂Kidwatching＂ (Y. Goodman, 2002). This research suggests teachers to apply Reading Miscue Analysis to assess students' capacity of reading in order to practice an effective reading instruction.
期刊論文
1.林文韵(20030900)。Child Language Development: The Literacy Stories of Tang-Tang and Tien-Tien。國教學報，15，89-130。  new window
2.Goodman, K. S.(2000)。Ken Goodman on his life in reading。History of Reading News，23(2)。  new window
3.Martens, P.(1997)。What Miscue Analysis Reveals about Word Recognition and Repeated Reading: A View Through the "Miscue Window"。Language Arts，24(8)。  new window
4.Chang, J. M.、Hung, D. L.、Tzeng, O. J. L.(1992)。Miscue analysis of Chinese children’s reading behavior at the entry level。Journal of Chinese Linguistics，20(1)，120-158。  new window
5.Duckett, P.(2003)。Envisioning Story: The Eye Movements of Beginning Readers。Literacy Teaching and Learning，7(1/2)，77-89。  new window
6.Goodman, K. S.(1965)。A linguistic study of cues and miscues in reading。Elementary English，42(6)，639-645。  new window
7.Goodman, K. S.(1969)。Analysis of oral reading miscues: Applied psycholinguistics。Reading Research Quarterly，5(1)，9-30。  new window
8.Goodman, Kenneth S.(1967)。Reading: A psycholinguistic guessing game。Journal of the reading specialist，6(4)，126-135。  new window
學位論文
1.林文莉(2009)。母親陪伴幼兒書寫萌發之個案研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
2.黃郁芸(2009)。「寫字的小畢卡索」幼兒書寫教學歷程的探索與研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.Chang, J. M.(1989)。Psycholinguistic analysis of oral reading performance by proficient versus nonproficient Chinese elementary students(博士論文)。University of Southern California，Los Angeles, CA。  new window
4.Xu, J.(1998)。A study of the reading process in Chinese through detecting errors in a meaningful text(博士論文)。University of Arizona，Tucson。  new window
5.Li, W.(1992)。Chinese and English reading miscues of six Chinese graduate students(博士論文)。University of Missouri at Columbia。  new window
6.Wang, S. M.(2006)。A socio-psycholinguistic study on L2 Chinese readers’ behavior while reading orally(博士論文)。University of Arizona，Tucson。  new window
7.Lee, L. J.(1989)。Emergent literacy in Chinese: Print awareness of young children in Taiwan(博士論文)。University of Arizona，Tucson, Arizona。  new window
圖書
1.Brown, J.、Goodman, K. S.、Marek, A. M.(1996)。Studies in miscue analysis: An annotated bibliography。International Reading Association。  new window
2.蔡敏玲、王佩玲、林文韵、曹峰銘、楊綉琴、劉惠美、歐姿秀(2006)。幼托整合後幼兒園教保活動綱要及能力指標：語文領域期中報告。臺北：教育部。  延伸查詢new window
3.Clay, M.(2000)。Concept About Print: What have children learned about the way we print language。NH：Heinemann。  new window
4.Goodman, Y. M.、Watson, D. J.、Burke, C. L.(2005)。Reading miscue inventory: Alternative procedures。New York：Richard C. Owen。  new window
5.Goodman, Y. M.(2002)。Kidwatching: developing children's literacy development。NH：Hienemann。  new window
6.Meek, M.(1988)。How texts teach what readers learn。Stroud, U.K.：The Thimble Press。  new window
7.Owocki, G.、Goodman, Y. M.(2002)。Kidwatching。NH：Heinmann。  new window
8.DePaola, Tomie(2000)。The Three Friends And the Pumpkins。Scholastic。  new window
9.Rosenblatt, Louise M.(1978)。The Reader, The Text, The Poem: The Transactional Theory of the Literary Work。Southern Illinois University Press。  new window
10.Beach, Richard(1993)。A Teacher's Introduction to Reader-Response Theories。Urbana, Illinois：National Council of Teachers of English。  new window
11.Smith, F.(1997)。Reading without nonsense。New York：Teachers College Press。  new window
12.Goodman, K. S.(1996)。On reading。Portsmouth, NH：Heinemann。  new window
13.Ferreiro, E.、Teberosky, A.(1982)。Literacy before schooling。Heinemann Educational Books。  new window
14.Short, K. G.、Harste, J. C.、Burke, C. L.(1996)。Creating classrooms for authors and Inquirers。Portsmouth, NH：Heinemann。  new window
15.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
16.Goodman, Kenneth S.、洪月女(1998)。談閱讀。心理出版社。  延伸查詢new window
圖書論文
1.Clay, M. M.(1991)。Child development。Handbook of research on teaching and English language arts。New York：Macmillan。  new window
2.Smith, F.(1973)。Decoding: The great fallacy。Psycholinguistics and reading。New York：Holt, Rinehart & Winston。  new window
3.Vygotsky, L. S.(1983)。The prehistory of written language。The Psychology of Written Language: development and educational perspectives。NY：John Wiley & Sons。  new window
4.Goodman, K. S.(1973)。Miscues: Windows on the reading process。Miscue analysis: Applications to reading instruction。Urbana, IL：ERIC Clearinghouse on Reading and Communication Skills and the National Council of Teachers of English。  new window
5.Goodman, Y. M.、Goodman, K. S.(1994)。To error is human: Learning about language processes by analyzing miscues。Theoretical models and processes of reading。Newark, DE：International reading Association。  new window
6.Smith, F.(1973)。Psycholinguistics and reading。Psycholinguistics and reading。New York：Holt Rinehart and Winston。  new window
7.Goodman, Kenneth S.(1973)。Psycholinguistic universals in the reading process。Psycholinguistics and reading。New York：Holt, Rinehart and Winston。  new window
8.Goodman, Kenneth S.(1994)。Reading, Writing, and Written Texts: A Transactional Sociopsycholinguistic View。Theoretical models and processes of reading。Newark, Delaware：International Reading Association。  new window
 
 
 
 
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