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題名：相似字與非相似字呈現方式對國小一年級國語科低成就學生生字學習效果之比較
書刊名：特殊教育與復健學報
作者：林素貞 引用關係
作者(外文)：Lin, Su-jan
出版日期：1998
卷期：6
頁次：頁261-277
主題關鍵詞：相似字；非相似字；國小；國語科；低成就學生；生字學習
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(21) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:20
  • 共同引用共同引用:111
  • 點閱點閱:189
　　　　　本研究旨在比較相似字群（例如：官、宮、客、容）與非相似字群組（例如：京、核、官、閩）對國小一年級國語科低成就學生生字學習之效果。本研究乃為相同研究方法對國小一年級學生之研究結果的後續研究。本研究設計係採單因子（相似字與非相似字之呈現方式）前、後測準實驗研究設計。研究對象共計有34名學生，再隨機分配為相似字實驗組與非相似字實驗組各17名學生，以進行教學。研究結果之資料統計分析因應不同狀況，包含無母數統計考驗之曼－惠特尼U考驗（Mann-Whitney U test）和獨立樣本單因子共變數分析（ANCOVA）。本研究結果發現：在「看字讀音」、「選出正確的國字」和「看注音寫國字」三種測驗之後測和保留效果共六次施測結果，相似字形組在「看字讀音」之保留效果測驗得分顯著的優於非相似字形組；其餘五次測驗之結果，相似字形組與非相似字形組之間之得分皆未達顯著性差異水準。綜論之，相似字形的生字呈現方式將有利於國語學習困難學生的國字之學習。根據本研究之發現，本研究乃對國語科低成就學生學習生字的教材編選和教學設計提出三點建議。
　　　　　The purpose of this study was to confirm whether the Chinese characters were better learned when they presented in groups of graphemically similar characters (e g., 官、宮、客、容) than in groups of graphemically dissimilar characters (e g., 京、核、宮、閩) to the first graders with low achievement of Chinese Language Arts. This was a quasi-experimental study using pretest and posttest research design. Participants were 34 first graders with low achievement of Chinese Language Arts divided into two different experimental groups. One group was taught 16 Chinese characters in 4 graphemically similar sets (GS) and the other group was taught the same 16 Chinese characters in 4 graphemically dissimilar sets (GD). Participants' learning was measured by three research-designed tests. This study used a single factorial design. Data analysis employed the analysis of Mann-Whitney U test and the analysis of covariance (ANCOVA). This study consistently found that the effect of grouping Chinese characters with graphemic similarity was better than the graphemic dissimilarity for the first graders with low achievement of Chinese Language Arts. The suggestions of this study were focus on the arrangement of Chinese characters in textbook and the teaching design for learning new Chinese characters.
期刊論文
1.蘇淑貞、宋維村、徐澄清(19840600)。中國閱讀障礙學童之類型及智力測驗。中華心理學刊，26(1)，41-48。new window  延伸查詢new window
2.陳玉英(19940100)。國小學習障礙兒童國語科錯別字出現率及學習行為調查分析。國小特殊教育，16，29-35。new window  延伸查詢new window
3.Carnine, D. W.(1980)。Two letter discrimination sequences: High-confusion-altematives first versus low-confusion-alternatives first。Journal of Reading Behavior，12(1)，41-47。  new window
4.Carnine, D. W.(1981)。Reducing trainingproblems associated with visually and auditorily similar correspondences。Journal of Learning Disabilities，14(5)，276-279。  new window
5.Gibson, E. J.、Yonas, A.(1966)。A development study of the effects of visual and auditory interference on a visual scanning task。Psychonomic Science，5(4)，163-164。  new window
6.Kaplan, G.、Yonas, A.、Shuecliff, A.(1966)。Visual and acoustic confusability in a visual search task。Perception and psychophvsics，1，172-174。  new window
7.Liu, M.(1993)。Relation between the image operation of Chinese character edcomposition and composition and the learning of Chinese character forms。ACTA Psychologica Sinica，25(3)，241-249。  new window
8.Nelson, R. O.、Wein, K. S.(1974)。Training letter discrimination by presentation of high-confusion versus low-confusion alteratives。Journal of Educational Psychology，66(6)，926-931。  new window
9.Nodine, C. F.、Evans, J. D.(1969)。Eye movements of prereaders to pseudowords containing letters of high and low confusability。Perception & Psychphysics，6(1)，39-41。  new window
10.Nodine, C. F.、Lang, N. J.(1971)。Development of visual scanning strategies for differentiating words。Developmental Psychology，5(2)，221-232。  new window
11.Nodine, C. F.、Simmons, F. G.(1974)。Processing distinctive features in the differentiation of letterlike symbols。Developmental Psychology，5(2)，221-232。  new window
12.Samuels, S. A.(1969)。Effect of simultaneous versus successive discrimination training on paired-associate learning。Journal of Educational Psychology，60(1)，46-48。  new window
13.Samuels, S. J.(1973)。Effect of distinctive feature training on paired-associate learning。Journal of Education psychology，64(2)，164-170。  new window
14.Williams, J. P.、Ackerman, M. D.(1971)。Simultaneous and successive discrimination of similar letters。Journal of Educational Psychology，62(2)，132-137。  new window
15.吳瑞屯(19900000)。中文字辨識歷程的個別差異分析。中華心理學刊，32，63-74。new window  延伸查詢new window
16.Mayer, D. E.、Schvaneveldt, R. W.、Ruddy, M. G.(1974)。Functions of graphemic and phonemic codes in visual word--recognition。Memory & Cognition，2(2)，309-321。  new window
17.林素貞(19980600)。相似字與非相似字呈現方式對國小一年級國語科低成就學生生字學習效果之比較。特殊教育與復健學報，6，261-277。new window  延伸查詢new window
學位論文
1.吳璧純(1987)。中文字的錯覺組合現象--概念區辨性、詞彙性以及字、詞義相關性影響之探討(碩士論文)。政治大學。  延伸查詢new window
2.蔡佳蓉(1991)。中文詞意觸接歷程中單字形碼、音碼的角色(碩士論文)。國立臺灣大學。  延伸查詢new window
圖書
1.Gibson, Eleanor J.(1969)。Principles of perceptual learning and development。New York, NY：Appleton-Century-Crofts。  new window
2.左秀靈(1984)。錯別字辨正。臺北市：臺灣商務印書舘股份有限公司。  延伸查詢new window
3.洪富連(1984)。辨字集錦。高雄市：復文圖書出版社。  延伸查詢new window
4.國立編譯館(1989)。國民小學國語教學指引。臺北市：國立編譯館。  延伸查詢new window
5.焦紀雲、王國海(1991)。常見錯別字。臺中市：華童出版社。  延伸查詢new window
6.齊騁(1984)。字辨正手冊。永和市：武陵出版社。  延伸查詢new window
7.葉陵芝、高一樵、曾德美、石蒲雨、楊莞皈(1994)。字辭辨正。臺北市：武陵出版有限公司。  延伸查詢new window
8.顧雄藻(1964)。字辨。臺北市：文光圖書公司。  延伸查詢new window
9.Downing, J.(1973)。Comparative reading。New York：Macmillan。  new window
10.Downing, J.、Leong, C. K.(1982)。Psychology of reading。New York：Macmillan。  new window
11.Gibson, E. J.、Levin, H.(1976)。The psychology of reading。Boston, MA：MIT。  new window
12.Keppel, G.、Zedeck, S.(1989)。Data analysis for research designs: Analysis of variance and multiple research/correlation approaches。New York：W. H. Freeman。  new window
13.Morris, C. G.(1996)。Psychiology。Upper Saddle River：NJ, Prentice Hall Inc.。  new window
14.Salvia, J.、Ysseldyke, J. E.(1988)。Assessment: In special and remedial education。Boston：Houghton Mifflin。  new window
15.郭生玉(1986)。心理與教育研究法。臺北：精華書局。  延伸查詢new window
其他
1.柯華葳，尹玫君(1987)。國民小學常用字及生字難度研究(臺灣省國民學校教師研習會)。  延伸查詢new window
圖書論文
1.胡志偉(1995)。中文字的心理歷程。語言心理學基礎。臺北：心理。  延伸查詢new window
2.Gibson, E. J.(1991)。Learning to read。An odyssey in learning and perception。Cambridge, MA：MIT。  new window
3.Gibson, E. J.(1991)。Perceptual learning。An odyssey in learning and perception。Cambridge, MA：MIT。  new window
4.Gibson, E. J.(1991)。Perceptual learning and the theory of word perception。An odyssey in learning and perception。Cambridge, MA：MIT。  new window
5.Gibson, E. J.、Schapiro, F.、Yonas, A.(1991)。Confusion matrices for graphic patterns obtained with a latency measure。An odyssey in learning and perception。Cambridge, MA：MIT。  new window
6.Leong, C. K.(1973)。Hong Kong。Comparative reading: Crossnational studies of behaioral and processes in reading and writing。New York：Macmillan。  new window
7.萬雲英(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
 
 
 
 
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