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頁籤選單縮合
題 名 | 音素覺識在中文閱讀習得歷程中的角色:個案研究=The Role of Phonemic Awareness in Chinese Reading Acquisition: A Case Study |
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作 者 | 曾世杰; 王素卿; | 書刊名 | 臺東大學教育學報 |
卷 期 | 14(下) 民92.12 |
頁 次 | 頁23-50 |
分類號 | 802.4 |
關鍵詞 | 閱讀; 中文; 聲韻覺識; 音素覺識; 注音符號; 個案研究; Reading; Chinese; Phonological awareness; Phonemic awareness; Phonetic symbols; Case study; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在檢驗音素覺識在中文閱讀歷程中的角色,研究者運用紙筆測驗、錄音、錄影、訪跡與實際教學等不同的方式,對三類具有不 同特質的個案蒐資料,他們分別是:一、一名曾接受國小注音符號教學及多次補救教學,但始終缺乏聲韻能力的國小六年級智障女童;二、三名從未接受任何拼音文字訓練,平均七十八歲的老人家;三、一名六籍的早慧學前女童,她先學會識字及說讀,進入小學接受注音符號教學後,才發展出聲音覺識的能力;研究者發現,這三類個案均無法以既有的測驗工具測量出其音素覺識能力,其閱讀能力卻與同儕相當。為了檢這種「不具音素覺識能力,卻能閱讀」的現象,是否為極罕見的特例,研究者對二名尚未學習注意符號的學前兒童施予識字教學,教學後再指定文章閱讀,並施予閱讀測驗,結果發現,學齡前兒童在不具備聲音處理能力之前,只要認識相關的漢字,即可進行中文閱讀,並獲致理解。本研究的結果,支持「音素覺識並非中文閱讀的必要條件」此一論點。過去的研究指出,聲音覺識和中文閱讀理解有高相關,研究者認為,這有可能是教育設計使然,而不是認知上的必然。 |
英文摘要 | This study collected data from Chinese readers in Taiwan whose phonological awareness (PA) capabilities were either very poor or not measurable via conventional test. These readers all read quite well when compared with their peers. They were (1) a six-grade mentally-retarded grill who had received remedial course about Chinese phonetic symbols (注音符號) several times in primary school but demonstrated unsuccessful; (2) three elder veterans, aged 78 averagely, who had no experience at all about any phonetic or spelling training; (3) a 6-year-old reading-precocious girl who also had not been exposed to phonetic or spelling training. The results indicated that there was no evidence supporting they have capabilities in PA tasks. To check whether this “reading without PA ” phenomena is very rare and only occurred in exceptional cases, two 6-year-old “ordinary” children were chosen to received Chinese character training sessions. After the training, researchers evaluated their reading comprehension of given books. Again, they successfully read the book, and did understand what they read. The researchers speculated that the significant role of PA in Chinese reading, ad indicated in the literature, perhaps was a result of curriculum design. PA seemed to be not a cognitive prerequisite of Chinese reading. |
本系統中英文摘要資訊取自各篇刊載內容。