查詢結果分析
來源資料
相關文獻
- 不同國語成就學生認字能力及與其他認知能力之關係
- The Comprehension Strategies Training in Improving L2 Reading Comprehension
- Psychogenic Vomiting: Report of Two Cases
- 影響績效評估品質之因素探討--認知的觀點
- 「語言是文化的本質嗎?」--從認知人類學的發展談起
- 中國人的家族主義:概念分析與實徵衡鑑
- 肝性腹水病患對低鹽飲食的認知、態度與遵從行為之探討
- 遊客對休閒農業之認知與體驗之研究--以苗栗飛牛牧場為例
- 都市公園使用者休閒態度之研究--以臺北市大安森林公園為例
- 兒童認知行為輔導團體之分析研究
頁籤選單縮合
題 名 | 不同國語成就學生認字能力及與其他認知能力之關係=The Relationships between the Word Recognition and Other Cognitive Abilities Among the Different Levels on the Chinese Achievement |
---|---|
作 者 | 黃秀霜; | 書刊名 | 臺南師院學報 |
卷 期 | 32 1999.06[民88.06] |
頁 次 | 頁27-59 |
分類號 | 802.58 |
關鍵詞 | 認字能力; 不同國語成就; 認知; Word recognition; Reading comprehension; Chinese language art; Cognition; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究係檢視不同國語成就之國中一年級學生與國小四年級學生認字能力之差異 比較,並探討認字能力與其他認知能力之相關。研究之主要發現可分析為五:(一)認字能 力分析:國中一年級及國小四年級不同國語成就學生之間其認字能力有顯著差異。國中一年 級不同國語成就組學生之變異數考驗,F=25.13, p<.001;四年級之變異數考驗,F=21.69, p<.001。(二)在不同文字類別上認字能力差異分析:國中一年級部份,不同國語成就學生 和文字類別二者之間並無交互作用( F=2.36,p>.05 ),但在文字類別上的差異達到顯著水 準( F=136.93,p<.001 ), 在國語程度上的差異亦達到顯著水準( F=43.27,p<.001 )。 四年級部份, 不同國語成就學生和文字類別二者之間並無交互交用( F=.59,p>.05 ),不 同文字類別上的差異達到顯著水準( F=216.49,p<.001 ), 在國語程度上的差異亦達到顯 著水準( F=43.14,p<.001 )。(三)認字能力與其他認知能力之相關分析:國中一年級學 生與認字能力相關最高的前五個變項分別是聲母注音、聽覺記憶、聲韻母注音、聲調處理及 閱讀理解,五個變項中,注意符號佔其中三項,可見其在認字中所扮演的角色。四年級學生 與認字能力相關最高的前五個變項分別是畢保德測驗、聽覺記憶、工作記憶、國語文測驗、 數字叫名與聲韻轉錄不同韻。(四)其他認知能力對認字能力預測力分析:聽覺記憶、聲母 注音、語文交錯叫名對國中一年級學生之認字能力最具預測力。畢保德測驗、數字叫名、聲 韻轉錄、顏色構音等四項測驗是對四年級全體學生認字能力最具預測力的變項。(五)其他 認知能力對國語文成就的預測力分析:閱讀理解測驗、認字測驗及工作記憶對國中一年級學 生國語文成就最具預測力的變項。閱讀理解、部件辨識、認字測驗、聲調處理、注音叫名、 物件構音、工作記憶與組字規則知識皆是對四年級學生國語文成就最具預測力的變項。 |
英文摘要 | The main purpose of this study was to examine the word recognition abilities and to investigate the differences between the higher and lower Chinese levels among the seventh graders and the fourth graders in the elementary school. The relationship between the word recognition and other cognition abilities was investigated in this research. The main findings were as follows: 1. There was a significant difference between the higher and lower Chinese levels in the seventh graders or in the fourth graders. 2. The interaction between the Chinese achievement levels and categories of the Chinese characters was not significant (F=2.36, p>.05) for the subjects of the seventh grade. However, There were significant differenceson categories of the Chinese characters (F=136.93,p<.001), and on the Chinese achievement levels (F=43.27, p<.001). In the same way, no interactive effect was found between the various Chinese achievement levels and categories of the Chinese characters (F=.59, p>.05) for the fourth graders. There were significant differences on categories of the Chinese characters (F=216.49, p<.001), and on the Chinese achievement levels (F=43.14, p<.001). 3. The significant correlation with word recognition was found in five variables: consonant spelling、listening memory、 consonant and vowel spelling、 tone processing, and reading comprehension for the seventh graders. It is worth mentioning that there were three phonetic related variables in these five variables. It implied that the phonetic varibables play an important role in word recognition. The most significant variables correlated to word recognition are Peabody Picture Vocabulary Test、 listening memory、 working memory、 the Chinese language art test、the number naming test、and the phonological recoding test for the forth graders. 4. The most powerful predictors to the ability of word recognition were listen memory、 consonant spelling、 the verbal naming test for the seventh graders. On the other hand, the Peabody Picture Vocabulary Test、the number naming test、the phonological recoding test were the most significant variable for the forth graders. 5. On predicting the Chinese Language Art ability, the most powerful predictors were the reading comprehension test、 word recognition test、 and working memory for the seventh graders and the significant variables were the reading comprehension test、 the part recognition test、 the word recognition test、 the tone processing test for the forth graders. |
本系統中英文摘要資訊取自各篇刊載內容。