English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113656/144643 (79%)
Visitors : 51729707      Online Users : 696
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/98704


    Title: 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
    Other Titles: Comparisons of Reading-related Abilities between Third-grade Slow Namers and Regular Peers in Rapid Automatized Naming Speed
    Authors: 張毓仁;曾世傑
    Keywords: 唸名速度;聲韻覺識;閱讀理解
    Rapid automatized naming;Phonological awareness;Reading comprehension
    Date: 2008-03
    Issue Date: 2016-07-04 11:53:18 (UTC+8)
    Abstract: 本研究在學童一年級入學時,以數字唸名測驗篩選出46名唸名速度緩慢的幼童,其唸名速度為全部樣本中最慢的5%,並依智商、家庭社經及性別在同班級配對出對照組幼童。接著,在三年級時,研究者比較兩組閱讀認知能力的發展差異,並探究其唸名速度與聲韻覺識能力、中文認字能力、閱讀理解能力及國語文學業成就之關係。本研究主要發現如下:一、兩組學童在聲調覺識能力、聲韻覺識能力、中文認字能力、閱讀理解能力和國語文學業成就的表現均達顯著差異水準。二、緩慢組各類唸名速度與中文認字能力、聲韻覺識能力和國語文學業成就有顯著負相關,但一般組則否。三、緩慢組的唸名速度能有效預測其中文認字能力和國語文學業成就,而聲韻覺識則可有效預測其閱讀理解能力,但是一般組學童則否。最後,研究者對未來相關研究提出建議。
    Researcher used digit naming tests to identify 46 first-grade slow naming students (SN), whose naming time for digits were below the lowest 5% in the population, in their first week of schooling. A matched group of 46 regular students were selected based on gender, IQ, and SES. Three years later, when students were in third grade, reading-related tests were administered to examine the differences between the two groups. The major findings are summarised as follows: (a) The SN group lagged behind their counterparts on all dependent variables such as tone awareness, phonological awareness, Chinese characters recognition, reading comprehension, and reading achievement. (b) In the SN group, but not in the control group, the naming speeds measured in our naming tests negatively correlated with reading-related abilities. (c) Again, only in SN group, the regression analysis indicated that the naming speeds were good predictors of Chinese character recognition and reading achievement, whereas phonological awareness, a valid predictor of reading comprehension. Implications and suggestions for future research were provided.
    Relation: 教育與心理研究, 31(1),179-203
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

    Files in This Item:

    File Description SizeFormat
    31(1)-P179-203.pdf941KbAdobe PDF2556View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback