臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：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
書刊名：特殊教育研究學刊
作者：陳秀芬
作者(外文)：Chen, Hsiu-fen
出版日期：1999
卷期：17
頁次：頁225-251
主題關鍵詞：中文一般字彙知識教學法；國小；識字困難學生
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(28) 博士論文(8) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:28
  • 共同引用共同引用:165
  • 點閱點閱:89
　　　　　本研究旨在結合中文一般字彙知識的概念與集中識字教學介入的特色設計出中文 一般字彙知識教學法，並探討其運用於識字困難學生之識字學習成效的教學實驗研究。 　　本研究以國小30名有識字困儺之四、五年級學生為研究對象，並隨機分派至實驗組與 控制組，另設一識字能力正常之同年級對照組。研究結果發現：(1)中文一般字彙知識教學 對增進國小識字困難學生之識字學習具有立即與短期保留效果；(2)實驗組在一般字彙知識 測驗之後測表現顯著優於其他兩組；(3)實驗組在看字讀音之識字能力顯著優於控制組， 但是兩組在看字辨義之識字能力並無顯著差異；(4)中文一般字彙知識教學法對缺乏部首概 念，無法有效使用注音符號之識字困難學生之教學效益尤其顯著。
　　　　　The main purpose of this study was to investigate the immediate and follow-up effect, and generalizabilities of the Instruction of General Orthographic Knowledge of Chinese Characters (IGOKCC) on elementary students with word-recognition difficulties (WD). 　　Thirty students of the fourth and fifth grades selected from a Taipei municipal elementary school served as subjects. They were identified with word- recognition difficulties and divided into experiment group (EG) and word- recognition controloed group (WDCG). Fifteen normal students were selectes on basis of the equivalent age, grade, and gender to the students of EG group as chronogical-age controlled group (CACG). 　　Three kinds of measures were administrated after instructino and two weeks after the posttest: general orthographic knowledge assessment, Chinese Grade Word-recognitino Test, and General Orthographic Knowledge Test. The data were analyzed by SPSS for Windows 6.0 version program of one-way ANOVA and two-way mixed design ANOVA. Besides, the percentage of pass and error were also reported to describe three groups and special cases. 　　Two findings were concluded as follows: 　　1.The IGOKCC significantly improved students with WD on Chinese word learning on general orthographic knowledge assessment at post-test and follow-up. The IGOKCC also significantly increased WD students' abilities on Chinese Grade Word- recognition Test and General Orthographic Knowledge Test. However, semantic word- recognition of EG failed to be improved significantly. 　　2.The IGOKCC was most helpful to those who lack the concept of Chinese radical or competence of Mandarin the Phonetic Alphabets (the Zhu-Yin-Fu-Haw). 　　According to the aforementioned findings, application of this instruction to reading remedial instruction, the learning guidance and the further research were recommended.
期刊論文
1.Bruck, M.(1992)。Persistence of Dyslexics’ Phonological Awareness Deficits。Developmental Psychology，28，874-886。  new window
2.郭為藩(19780600)。我國學童閱讀缺陷問題的初步調查及其檢討。國立臺灣師範大學教育研究所集刊，20，57-78。  延伸查詢new window
3.Bruck, M.(1990)。Word-recognition skills of adults with childhood diagnoses of dyslexia。Developmental Psychology，26，439-454。  new window
4.柯華葳(1991)。中文字的閱讀。華文世界，62，121-131。  延伸查詢new window
5.Feagans, L. V.、Merriwether, A.(1990)。Visual discrimination of letter-like forms and its relation to achievement over time children with learning disabilities。Journal of Learning Disabilities，23(7)，417-426。  new window
6.Felton, R. H.、Naylor, C. E.、Wood, B. E.(1990)。Neuropsycho-logical profile of adult dyslexic children。Brain and Language，39，485-497。  new window
7.Manis, F. R.、Custoio, R.、Szeszulski, P. A.(1993)。Development of phonological and orthographic skill: A 2-year longitudinal study of dyslexic children。Journal of Expermental Child Psychology，56，64-86。  new window
8.Morris, R. B.、Blashfield, R.、Satz, P.(1986)。Neuropsychology and cluster analysis: Potential and problems。Journal of Clinical Neuropsychology，3，79-99。  new window
9.Rack, J. P.、Snowling, M. J.、Olson, R. K.(1992)。The nonword reading deficit in developmental dyslexia: A view。Reading Research Quarterly，27，28-53。  new window
10.Snowing, M. J.、Goulandris, N.、Defty, N.(1996)。A longitudinal study of reading development in dyslexic children。Journal of Educational Psychology，88，653-660。  new window
11.Stanovich, K. E.、Nathan, R. G.、Zolman, J. E.(1988)。The developmental lag hypothesis in reading: Longitudinal and matched reading level comparison。Child Development，59，71-86。  new window
12.Swanson, H. L.(1987)。Verbal coding deficits in the recall pictorial information by learning disabled readers: The influence of a lexical system。American Educational Research Journal，24，143-170。  new window
13.Waterman, B.、Lewandowski, L.(1993)。Phonological and semantic processing in reading-disabled and nondisabled males at two age levels。Journal of Experimental Child Psychology，55，87-103。  new window
14.Zecker, S. G.(1987)。Semantic code deficit for reading disabled children on an auditory lexical decision task。Journal of Reading Behavior，19，177-189。  new window
15.McBride-Chang, C.、Manis, F. R.、Seidenberg, M. S.、Custodio, R.、Dio, L. M.(1993)。Print exposure as a predictor of word reading and reading comprehension in disabled and nondisabled readers。Journal of Educational Psychology，85，230-238。  new window
16.曾志朗、洪蘭(19780900)。閱讀中文字：一些基本的實驗研究。中華心理學刊，20(1)，45-49。new window  延伸查詢new window
17.邱上真(19910700)。學習策略教學的理論與實際。特殊教育與復健學報，1，1-49。new window  延伸查詢new window
18.吳璧純、方聖平(19880600)。以中文字形的概念區辨性探討字詞辨識的基本單位。中華心理學刊，30(1)，9-19。new window  延伸查詢new window
19.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
會議論文
1.黃碧雲(1990)。通過「漢字部件分色教學法」開拓華文教學與華文研究的新境界。第二屆世界華語文教學研討會，221-228。  延伸查詢new window
2.黃沛榮(1996)。漢字部件研究。第七屆中國文字學全國學術研討會。東吳大學。343-359。  延伸查詢new window
研究報告
1.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
2.胡志偉、顏乃欣(1993)。閱讀中文的心理歷程：80年代研究的回顧與展望。嘉義：國立中正大學認知科學研究中心。  延伸查詢new window
3.邱上真、洪碧霞(1996)。國語文低成就學生閱讀表現之追蹤研究。  延伸查詢new window
4.洪儷瑜(1996)。國語文低成就學生在閱讀歷程的視知覺能力之研究。  延伸查詢new window
5.曾世杰、簡淑真(1995)。國語文低成就學生之工作記憶與聲韻處理能力之研究。  延伸查詢new window
學位論文
1.陳淑麗(1996)。閱讀障礙學童聲韻能力發展之研究(碩士論文)。國立台東師範學院。  延伸查詢new window
2.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(碩士論文)。國立臺灣師範大學。  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.黃惠美(1993)。國小學童對漢字「一般字彙知識」的習得(碩士論文)。國立臺灣大學。  延伸查詢new window
5.陳靜子(1996)。國語低成就學童之生字學習：部首歸類與聲旁歸類教學效果之比較(碩士論文)。國立彰化師範大學，彰化縣。  延伸查詢new window
6.連韻文(1985)。中文唸字歷程的探討：聲旁的語音觸發作用(碩士論文)。國立臺灣大學。  延伸查詢new window
7.陳美芳(1984)。「修訂魏氏兒童智力量表」對國小閱讀障礙兒童的診斷功能之探討(碩士論文)。國立臺灣師範大學。  延伸查詢new window
8.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
9.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
10.林建平(1994)。整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.鄭昭明(1991)。認知心理學。臺北：桂冠。  延伸查詢new window
2.俞筱鈞、黃志成(1990)。瑞文氏圖形推理測驗系列及指導手冊。臺北市：中國行為科學社。  延伸查詢new window
3.Ann, T. K.(1982)。Cracking in the Chinese puzzles。Hong Kong：Stockflows。  new window
4.Lerner, J.(1993)。Learning disability: Theories, diagnosis and teaching strategies。Boston, MA：Houghton Mifflin。  new window
5.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
6.程祥徽、田小琳(1992)。現代漢語。臺北：書林出版有限公司。  延伸查詢new window
7.裘錫圭、許錟輝(1994)。文字學概要。台北：萬卷樓。  延伸查詢new window
圖書論文
1.Kamhi, A. G.、Catts, H. W.(1991)。Reading disability: Terminology, definition, and subtyping issues。Reading disability: A developmental language perspective。Needham Heughts, MA：Allyn and Bacon。  new window
2.Olson, R.、Kliegl, R.、Davidson, B.、Foltz, G.(1985)。Individual and developmental differences in reading disability。Reading research: Advances in theory and practice。San Diego CA：Academic Press。  new window
3.Olson, R.、Wise, B.、Cornners, F.、Rack, J. P.(1990)。Organization, heritability, and remediation of component word recognition and language skills in disabled readers。Reading and its development: Component skills approaches。San Diego, CA：Academic Press。  new window
4.萬雲英(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
5.柯華葳(1993)。臺灣地區閱讀研究文獻回顧。中國語文心理學研究第一年度結案報告。國立中正大學認知科學研究中心。  延伸查詢new window
6.胡志偉、顏乃欣(1995)。中文字的心理歷程。語言病理學基礎。心理出版社。  延伸查詢new window
7.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
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1318（臺灣：1310，外國：8） ／ 本年度總使用人次：1695817 ／ 訪客人次（自102年09月）：67496984
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上