查詢結果分析
來源資料
頁籤選單縮合
題 名 | 國小低閱讀能力學童與一般學童的敘事能力:故事結構之分析=Story Grammar Abilities in Children with Poor Reading Abilities |
---|---|
作 者 | 錡寶香; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 26 2004.03[民93.03] |
頁 次 | 頁247-269 |
分類號 | 529.69 |
關鍵詞 | 低閱讀能力; 敘事; 故事結構; 語言; 閱讀障礙; Narratives; Story grammar; Language; Poor readers; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以看圖重述故事方式,蒐集61位低閱讀能力學童與65位一般學童的敘事樣本,分析其敘事產品中故事結構特徵。此外,本研究亦探討語言能力、敘文篇章凝聚掌控能力與故事結構之關係。研究結果顯示,低閱讀能力學童對故事結構的掌控能力遠低於一般學童,其故事敘事中「故事背景」、「引發事件」、「內在反應」、「結果」、「嘗試」、「回應」出現的次數皆遠低於同年級一般學童,然而兩組學童敘事中「行動計畫」出現的次數並未有任何差異存在。另外,低閱讀能力學童的全篇敘事的故事結構分數,也皆不如一般學童。由發展的角度來看,六年級的學童在故事中使用「故事背景」、「引發事件」、「內在反應」、「結果」的次數皆高於三年級學童,但他們在「行動計畫」、「嘗試」、「回應」的使用次數並未有差異。另外,表達性詞彙、語句、C單位、篇章凝聚與學童的故事結構能力皆有顯著的相關。然而,口語理解能力則只與低閱讀能力學童的故事結構掌控能力有相關。 |
英文摘要 | Using discourse context of story retelling, the current study obtained oral narratives samples from 62 third-grade and sixth-grade poor readers and 64 peers of the same grade. Following Stein and Glenn's (1979) definitions, story grammar parts were assigned to the C-Units in students' narratives. The analyses showed that poor readers included settings, initiating event, internal response, attempt, consequence and reaction in their narratives significantly less often than normally achieving peers. However, it was found that both groups did not differ in using plan in their narratives. Developmental differences in narratives were evident in the measures of settings, initiating event, internal response and consequence. Yet, third-grade and sixth-grade students did not differ in the measure of plan, attempt and reaction. In addition, poor readers generate less complete story plot line than normally achieving peers. Finally, it was found that total words, different words, total sentences and C-units in students' narratives correlated to their story grammar abilities. Moreover, there was a moderate relationship between story grammar abilities and cohesion measures. |
本系統中英文摘要資訊取自各篇刊載內容。