國小低年級兒童音韻覺識、詞素覺識發展及其對讀寫能力預測之縱貫研究

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國小低年級兒童音韻覺識、詞素覺識發展及其對讀寫能力預測之縱貫研究
著者: 蔡孟燁; Tsai, Meng-yeh
黃秀霜; HSiu-Shuang Huang; 教育學系課程與教學碩士班
主題: 讀寫發展; 詞素覺識; 音韻覺識; Morphological Awareness; Phonological Awareness; Literacy
描述: 在拼音語言的研究中音韻覺識（phonological awareness）和詞素覺識（morphological awareness）被認為是預測閱讀水準的重要因素，然而中文是以意符（logography）為基本單位的書寫系統，一字一音節，同時也表徵一個詞素，與拼音語言大不相同，因此音韻覺識和詞素覺識對中文讀寫能力之影響深具研究意義。本研究為了解國小低年級兒童音韻覺識、詞素覺識與讀寫能力之發展，探討音韻覺識、詞素覺識與讀寫能力的相關及其對讀寫能力的預測效果，採用縱貫性研究法，以台南市31名國小低年級兒童為對象，使用「音韻覺識能力測驗」、「詞素覺識能力測驗」、「中文年級認字量表」和「基本讀寫字綜合測驗」四種工具，自新生入學至二年級下學期，於七個時間點進行資料收集，所得資料以描述性統計、重複量數單因子變異數分析、皮爾遜積差相關和多元逐步迴歸進行分析，所得結果如下：一、兒童在國小低年級期間，音韻覺識、詞素覺識與讀寫能力均有顯著的成長。這四項能力以音韻覺識能力的發展較早，一年級上學期大幅進步，後續發展趨緩，二下的成長十分微小。詞素覺識能力於一上第十一週正式進行國字教學後明顯的成長，其中「形旁聲旁混合覺識」以及運用詞素線索的「選字能力」持續的進步；「部首覺識」在一上成長緩慢，一下至二下有大幅的成長。認字能力以「形－音連結」的發展較早，「形－義連結」的發展較慢，但在二年級期間後者的成長逐漸超越前者。詞素覺識和認字的發展趨勢十分一致，兩者在一下至二下的成長速度約為一上時期的兩倍。寫字能力亦自一上第十一週起快速進步，在二年級期間快速成長，進步幅度超越其它三項能力。二、音韻覺識的「刪音」和「異音辨別」，以及詞素覺識的「部首覺識」、「形旁聲旁混合覺識」、「選字能力」均與讀寫能力有顯著的同時性正相關，然而在七次的測驗中，詞素覺識與讀寫的相關係數皆高於音韻覺識，顯見詞素覺識與讀寫能力的關係較音韻覺識更為緊密。三、音韻覺識的「異音辨別」和「刪音」雖然對一上的認字量具有預測效果，但解釋量偏低，一下之後兩者對認字的預測力便消失了，對寫字也未具預測效果。而詞素覺識在七個施測點皆能有效預測該次之讀寫表現，且早期之詞素覺識能力能有效預測二下的讀寫表現，其中以「形旁聲旁混合覺識」為最強的預測因子，對認字能力的解釋量為66％，對寫字能力的解釋量為74％，證實詞素覺識能力是影響讀寫表現的重要因素，其影響超越音韻覺識能力。最後，根據研究發現對國語科之教材編寫和教學，以及後續研究提出建議。
In alphabetic language, the phonological and the morphological awareness are both regarded as key factors for literacy performance. However, the logography is the basic unit of the logographic system of Chinese characters, which means one word, one sound, and one meaning as well. It is very different from the alphabetic language, and that is why it is worthy of researching.This was a two-year longitudinal study of thirty-one first graders in Tainan City. The purpose of this study was to investigate the development of phonological and morphological awareness and their relationships with literacy skills. Data collection tools included “Phonological Awareness Test”, “Morphological Awareness Test”, “Chinese Character Recognition Scale” and “The Integrated Literacy Test”. The tools were applied at seven different points over the two-year long study. Descriptive Statistics, Repeated Measures of One Way ANOVA, Pearson’s Product-Moment Correlation and Multiple Stepwise Regression were used to analyze the data. Main findings included the following:1. Students’ phonological, morphological awareness and literacy skills all had significant growth during the two-year study. Students’ phonological awareness had the earliest development, making significant progress in the first semester, and continued with gradual developments. Then the development stagnated in the fourth semester. However, morphological awareness had significant growth after the Chinese characters program started to launch. In addition, the blending awareness of radical and phonemes, and the competence of choosing appropriate words through morphological clues were making continuous progress. Furthermore, the radical awareness had little growth in the first session, but rapid growth in the second and third sessions. For word recognition abilities, students had quicker developments in the linkage between character sounds and shapes, but the connection between character shape and meaning developed more slowly. Nevertheless, the later one gradually overtook the former one during second grade. The growth trend of morphological awareness and word recognition were similar. Both growth rates doubled during the second, third and fourth sessions compared to the first session. Writing abilities also made significant progress when the Chinese character courses started, which made the most rapid growth during the two-year study. 2. In phonological awareness, the phoneme deletion task and oddity task had positive correlation with literacy performance. Moreover, in the morphological awareness tasks, the radical awareness, the blending awareness of radical and phonemes, and the competence of choosing appropriate words also had positive correlation. However, the correlation coefficient between morphological awareness and the literacy performance was higher than the phonological awareness correlation coefficient. This signified a stronger relationships between morphological awareness and literacy. 3. The phoneme deletion task and oddity task was effective in forecasting students’ word-recognition size in the first session only. The forecasting effectiveness disappeared after the second session. The two phonological tasks also could not forecast on the writing skills. However, the morphological awareness tasks were very effective in forecasting literacy skills at all seven testing points. The students’ morphological awareness performance at the beginning of first grade and when they had finished their Chinese phonemic symbols could forecast their literacy performance in the fourth session effectively. Specifically, the blending awareness of radical and phoneme task was the strongest forecasting factor. It could explain sixty-six percent of the students’ word-recognition size, and seventy-four percent of students’ writing performance. The finding revealed that morphological awareness was an important factor for literacy skills.The findings of this study provided suggestions for teaching materials, Chinese language instructions and future research.
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建立日期: 2009
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2612
資源來源: NUTN IR

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國小低年級兒童音韻覺識、詞素覺識發展及其對讀寫能力預測之縱貫研究

蔡孟燁; Tsai, Meng-yeh 黃秀霜; HSiu-Shuang Huang; 教育學系課程與教學碩士班 2009

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