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題名：聽損兒童音韻覺識、快速唸名及其對中文閱讀能力的預測
書刊名：特殊教育研究學刊
作者：劉秀丹 引用關係
作者(外文)：Liu, Hsiu-tan
出版日期：2020
卷期：45:3
頁次：頁53-85
主題關鍵詞：快速唸名；音韻覺識；閱讀理解；識字；聽損兒童；Character recognition；Children with hearing loss；Phonological awareness；Rapid automatic naming；Reading comprehension
原始連結：連回原系統網址new window
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  • 共同引用共同引用:259
  • 點閱點閱:7
期刊論文
1.Mayberry, R. I.、del Giudice, A. A.、Lieberman, A. M.(2011)。Reading achievement in relation to phonological coding and awareness in deaf readers: A meta-analysis。Journal of Deaf Studies and Deaf Education，16(2)，164-188。  new window
2.張毓仁、邱皓政、柯華葳、曾世杰、林素貞(20110300)。聲韻覺識、唸名速度和流暢性對中文閱讀理解的影響：結構方程模式與增益效度之探究。教育與心理研究，34(1)，1-28。new window  延伸查詢new window
3.Stuart, M.(1999)。Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners。British Journal of Educational Psychology，69(4)，587-605。  new window
4.宣崇慧、蘇政輝、陳必卿、余孟儒、王涵、張文真、邱郁芬(20120300)。學前聲韻處理、快速唸名與視覺記憶能力預測小一學童識字困難效能之檢測。特殊教育研究學刊，37(1)，53-78。new window  延伸查詢new window
5.Blachman, B. A.(1994)。What we have learned from longitudinal studies of phonological processing and reading, and some unanswered questions: A response to Torgesen, Wagner, and Rashotte。Journal of Learning Disabilities，27(5)，287-291。  new window
6.Traxler, Carol Bloomquist(2000)。The Stanford Achievement Test, 9th Edition: National Norming and Performance Standards for Deaf and Hard-of-Hearing Students。Journal of Deaf Studies and Deaf Education，5(4)，337-348。  new window
7.Griffiths, Y. M.、Snowling, M. J.(2002)。Predictors of exception word and nonword reading in dyslexic children: The severity hypothesis。Journal of Educational Psychology，94(1)，34-43。  new window
8.Kong, Y. Y.、Zeng, F. G.(2006)。Temporal and spectral cues in Mandarin tone recognition。Journal of the Acoustical Society of America，120(5)，2830-2840。  new window
9.Bradley, Lynette、Bryant, Peter E.(1983)。Categorizing sounds and learning to read: A causal connection。Nature，301(5899)，419-421。  new window
10.Foy, J. G.、Mann, V.(2001)。Does strength of phonological representations predict phonological awareness in preschool children?。Applied Psycholinguistics，22(3)，301-325。  new window
11.Fox, B.、Routh, D. K.(1980)。Phonemic analysis and severe reading disability in children。Journal of Psycholinguistic Research，9(2)，115-119。  new window
12.曹峰銘、李菁芸、謝怡欣、邱建業(20091200)。學齡前兒童塞音及聲調知覺與詞彙發展的關係。臺灣聽力語言學會雜誌，24，39-57。  延伸查詢new window
13.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
14.Goldin-Meadow, Susan、Mayberry, Rachel I.(2001)。How do profoundly deaf children learn to read?。Learning Disabilities Research and Practice，16(4)，222-229。  new window
15.張毓仁、曾世杰(20080300)。國小三年級唸名速度緩慢學童與一般學童閱讀認知能力之比較。教育與心理研究，31(1)，179-203。new window  延伸查詢new window
16.Perfetti, C. A.、Beck, I.、Bell, L. C.、Hughes, C.(1987)。Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children。Merrill-Palmer Quarterly，33(3)，283-319。  new window
17.廖晨惠、黃忻怡、曹傑如、白鎧鋕(20121200)。國小低年級學童聲韻覺識、聲旁表音覺識、造詞能力、斷詞能力、與中文閱讀之縱貫性研究。測驗統計年刊，20(下)，31-65。new window  延伸查詢new window
18.Stuart, M.(1995)。Prediction and qualitative assessment of five-and six-year-old children's reading: A longitudinal study。British Journal of Educational Psychology，65(3)，287-296。  new window
19.蔡佩孜、廖晨惠(20101000)。國小四年級學童唸名速度在中文閱讀歷程之相關研究。特殊教育與輔助科技學報，2，117-137+139。new window  延伸查詢new window
20.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. 社會科學分冊，7(1)，49-66。  延伸查詢new window
21.Huang, H. S.、Hanley, J. R.(1997)。A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among first-graders in Taiwan。International Journal of Behavioral Development，20(2)，249-268。  new window
22.黃秀霜、詹欣蓉(19970600)。閱讀障礙兒童之音韻覺識、字覺識及聲調覺識之分析。特殊教育與復健學報，5，125-138。new window  延伸查詢new window
23.宣崇慧、盧台華(20060900)。聲韻覺識能力及口語詞彙知識與國小一至二年級學童字、詞閱讀發展之探究。特殊教育研究學刊，31，73-92。new window  延伸查詢new window
24.Newman, Ellen Hamilton、Tardif, Twila、Huang, Jingyuan、Shu, Hua(2011)。Phonemes matter: The role of phoneme-level awareness in emergent Chinese readers。Journal of Experimental Child Psychology，108(2)，242-259。  new window
25.Catts, H. W.、Gillispie, M.、Leonard, L. B.、Kail, R. V.、Miller, C. A.(2002)。The role of speed of processing, rapid naming, and phonological awareness in reading achievement。Journal of Learning Disabilities，35(6)，509-524。  new window
26.Engen, L.、Hoien, T.(2002)。Phonological skills and reading comprehension。Reading and Writing: An Interdisciplinary Journal，15(7/8)，613-631。  new window
27.Raitano, N. A.、Pennington, B. F.、Tunick, R. A.、Boada, R.、Shriberg, L. D.(2004)。Pre-literacy skills of subgroups of children with speech sound disorders。Journal of Child Psychology and Psychiatry，45(4)，821-835。  new window
28.McBride-Chang, Catherine、Tong, Xiuli、Shu, Hua、Wong, Anita M.-Y.、Leung, Ka-Wai、Tardif, Twila(2008)。Syllable, phoneme, and tone: Psycholinguistic units in early Chinese and English word recognition。Scientific Studies of Reading，12(2)，171-194。  new window
29.Nittrouer, S.、Caldwell, A.、Lowenstein, J. H.、Tarr, E.、Holloman, C.(2012)。Emergent literacy in kindergartners with cochlear implants。Ear and Hearing，33(6)，683-697。  new window
30.陳怡慧(20140600)。音韻覺識教學對學前聽覺障礙兒童音韻覺識與早期中文閱讀能力之影響。特殊教育學報，39，31-51。new window  延伸查詢new window
31.Ambrose, S. E.、Fey, M. E.、Eisenberg, L. S.(2012)。Phonological awareness and print knowledge of preschool children with cochlear implants。Journal of Speech, Language, and Hearing Research，55(3)，811-823。  new window
32.Burden, V.、Campbell, R.(1994)。The development of word-coding skills in the born deaf: An experimental study of deaf school-leavers。British Journal of Developmental Psychology，12(3)，331-349。  new window
33.Blythe, H. I.、Dickins, J. H.、Kennedy, C. R.、Liversedge, S. P.(2018)。Phonological processing during silent reading in teenagers who are deaf/hard of hearing: An eye movement investigation。Developmental Science，21(5)。  new window
34.Chan, Y. C.、Yang, Y. J.(2018)。Early Reading Development in Chinese-speaking Children with Hearing Loss。Journal of Deaf Studies and Deaf Education，23(1)，50-61。  new window
35.Chen, Y.、Wong, L. L.、Chen, F.、Xi, X.(2014)。Tone and sentence perception in young Mandarin-speaking children with cochlear implants。International Journal of Pediatric Otorhinolaryngology，78(11)，1923-1930。  new window
36.Ching, Boby Ho-Hong、Nunes, Terezinha(2015)。Concurrent correlates of Chinese word recognition in deaf and hard-of-hearing children。Journal of Deaf Studies and Deaf Education，20(2)，172-190。  new window
37.Domínguez, A. B.、Alegría, J.、Carrillo, M. S.、González, V.(2019)。Learning to Read for Spanish-Speaking Deaf Children with and without Cochlear Implants: The Role of Phonological and Orthographic Representation。American Annals of the Deaf，164(1)，37-72。  new window
38.Easterbrooks, S. R.、Lederberg, A. R.、Miller, E. M.、Bergeron, J. P.、Connor, C. M.(2008)。Emergent literacy skills during early childhood in children with hearing loss: Strengths and weaknesses。The Volta Review，108(2)，91-114。  new window
39.Geers, A. E.、Hayes, H.(2011)。Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience。Ear and Hearing，32(1)，49S-59S。  new window
40.Harris, M.、Terlektsi, E.、Kyle, F. E.(2017)。Literacy outcomes for primary school children who are deaf and hard of hearing: A cohort comparison study。Journal of Speech, Language, and Hearing Research，60(3)，701-711。  new window
41.Harris, M.、Terlektsi, E.、Kyle, F. E.(2017)。Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school。The Journal of Deaf Studies and Deaf Education，22(2)，233-242。  new window
42.Hunsley, J.、Meyer, G. J.(2003)。The incremental validity of psychological testing and assessment: conceptual, methodological, and statistical issues。Psychological Assessment，15(4)，446-455。  new window
43.Hyde, M.、Punch, R.(2011)。The modes of communication used by children with cochlear implants and role of sign in their lives。American Annals of the Deaf，155(5)，535-549。  new window
44.James, D.、Rajput, K.、Brown, T.、Sirimanna, T.、Brinton, J.、Goswami, U.(2005)。Phonological awareness in deaf children who use cochlear implants。Journal of Speech, Language, and Hearing Research，48(6)，1511-1528。  new window
45.Johnson, C.、Goswami, U.(2010)。Phonological awareness, vocabulary, and reading in deaf children with cochlear implants。Journal of Speech, Language, and Hearing Research，53(2)，237-261。  new window
46.Park, J.、Lombardino, L. J.(2012)。A comparison of phonological processing skills of children with mild to moderate sensorineural hearing loss and children with dyslexia。American Annals of the Deaf，157(3)，289-306。  new window
47.Rezaei, M.、Rashedi, V.、Morasae, E. K.(2016)。Reading skills in Persian deaf children with cochlear implants and hearing aids。International Journal of Pediatric Otorhinolaryngology，89，1-5。  new window
48.Ross, M.、Levitt, H.(2000)。Low Frequency Residual Hearing Revisited。Volta Voices，7(2)，27-31。  new window
49.Spencer, L. J.、Tomblin, J. B.(2009)。Evaluating phonological processing skills in children with prelingual deafness who use cochlear implants。Journal of Deaf Studies and Deaf Education，14(1)，1-21。  new window
50.Verhagen, W.、Aarnoutse, C.、Leeuwe, J. V.(2008)。Phonological awareness and naming speed in the prediction of Dutch children’s word recognition。Scientific Studies of Reading，12(4)，301-324。  new window
51.Wauters, L. N.、Van Bon, W. H.、Tellings, A. E.(2006)。Reading comprehension of Dutch deaf children。Reading and Writing，19(1)，49-76。  new window
52.Webb, M. Y. L.、Schwanenflugel, P. J.、Kim, S. H.(2004)。A construct validation study of phonological awareness for children entering prekindergarten。Journal of Psychoeducational Assessment，22(4)，304-319。  new window
53.Werfel, K. L.(2017)。Emergent literacy skills in preschool children with hearing loss who use spoken language: Initial findings from the Early Language and Literacy Acquisition (ELLA) Study。Language, Speech, and Hearing Services in Schools，48(4)，249-259。  new window
54.曾世杰、簡淑真、張媛婷、周蘭芳、連芸伶(20050300)。以早期唸名速度及聲韻覺識預測中文閱讀與認字：一個追蹤四年的相關研究。特殊教育研究學刊，28，123-143。new window  延伸查詢new window
55.黃毅志(20031200)。「臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。教育研究集刊，49(4)，1-31。new window  延伸查詢new window
56.Gough, P. B.、Tunmer, W. E.(1986)。Decoding, reading, and reading disability。Remedial and Special Education，7(1)，6-10。  new window
57.王南梅、郭于靚、黃國祐、劉樹玉、劉俊榮(20090100)。臺灣電子耳兒童現況調查研究--電子耳使用、聽覺能力、口語溝通能力表現。臺灣聽力語言學會雜誌，22，55-85。  延伸查詢new window
58.Dyer, A.、MacSweeney, M.、Szczerbinski, M.、Green, R.、Campbell, R.(2003)。Predictors of Reading Delay in Deaf Adolescents: The Relative Contributions of Rapid Automatized Naming Speed and Phonological Awareness and Decoding。Journal of Deaf Studies and Deaf Education，8(3)，215-235。  new window
59.Badiane, N. A.(1994)。Preschool Prediction: Orthographic and Phonological Skills, and Reading。Annals of Dyslexia，44(1)，1-25。  new window
60.Wolf, M.、Bowers, P. G.(1999)。The doubledeficit hypothesis for the developmental dyslexias。Journal of Educational Psychology，91(3)，415-438。  new window
會議論文
1.林寶貴、黃玉枝、李如鵬(2010)。學齡聽障學生國語文能力及相關因素之研究。2010 兩岸溝通障礙學術研討會。臺北：中華溝通障礙教育學會。  延伸查詢new window
研究報告
1.劉俊榮(2012)。台灣手語/中文雙語雙文化取向的聽覺障礙學童閱讀教學：繪本可讀性之建構與繪本共讀方案的成效比較 (計畫編號：NSC100-2410-H-040-015)。  延伸查詢new window
學位論文
1.李薏雯(2005)。聽障兒童聲韻覺識能力探討與相關因素分析(碩士論文)。國立臺南大學。  延伸查詢new window
圖書
1.曾世杰、張毓仁、簡淑真、林彥同(2011)。快速自動化唸名測驗。臺北市：中國行為科學社。  延伸查詢new window
2.曾世杰(2009)。聲韻覺識、唸名速度與中文閱讀障礙。臺北：心理。  延伸查詢new window
3.Trezek, B. J.、Wang, Y.、Paul, P. V.(2010)。Reading and deafness: Theory, research and practice。Clifton Park, NY：Delmar Cengage Learning。  new window
4.洪儷瑜、王瓊珠、張郁雯、陳秀芬、陳慶順(2006)。識字量評估測驗。臺北：教育部。  延伸查詢new window
5.Goswami, U.、Bryant, P. E.(1990)。Phonological skills and learning to read。Lawrence Erlbaum Association。  new window
6.Quigley, S.、Kretschmer, R. E.(1982)。The education of deaf children: issues, theory, and practice。Baltimore：University Park Press。  new window
7.Snow, C. E.、Bums, M. S.、Griffin, P.(1998)。Preventing Reading Difficulties in Young Children。National Academy Press。  new window
8.National Early Literacy Panel(2008)。Developing early literacy: Report of the National Early Literacy Panel。National Institute for Literacy。  new window
9.林幸台、吳武典、胡心慈、郭靜姿、蔡崇建、王振德(2016)。托尼非語文智力測驗指導手冊。臺北：心理。  延伸查詢new window
10.柯華葳、詹益綾(2006)。國民小學閱讀理解篩選測驗。臺北：國立臺灣師範大學特殊教育中心。  延伸查詢new window
11.曾世杰、陳淑麗、謝燕嬌(2005)。聲韻覺識測驗。臺北：教育部。  延伸查詢new window
12.National Reading Panel(2000)。Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction。Washington, DC：National Institute of Child Health and Human Development。  new window
13.Pennington, B. F.(2009)。Diagnosing learning disorders: A neuropsychological framework。New York：Guilford Press。  new window
14.Hayes, Andrew F.(2018)。Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach。Guilford Press。  new window
圖書論文
1.曾世杰、陳淑麗(20100000)。快速唸名與閱讀障礙。中文閱讀障礙。臺北：心理。new window  延伸查詢new window
2.Lonigan, C. J.(2006)。Conceptualizing phonological processing skills in prereaders。Handbook of early literacy research。New York：Guilford Press。  new window
3.Senechal, M.、Ouellette, G.、Rodney, D.(2006)。The misunderstood giant: On the predictive role of early vocabulary to future reading。Handbook of early literacy research。New York：Guilford Press。  new window
 
 
 
 
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