偏遠地區泰雅族與漢族中學生中文識讀能力之分析

Chinese Reading Literacy in Atayal and Han Junior High School Students in a Remote Area of Taiwan

孔淑萱(Shu-Hsuan Kung) ； 白芸凌(Yun-Ling Pai) ； 蘇宜芬(Yi-Fen Su) ； 吳昭容(Chao-Jung Wu)

《當代教育研究季刊》 20卷2期 (2012/06) Pp. 135-169

https://doi.org/10.6151/CERQ.2012.2002.04

摘要

識讀能力意指理解與使用書面語言的能力，其主要成分包括閱讀理解、聽覺理解， 以及識字量。為了探討單一偏遠地區泰雅族與漢族學生在中文識讀能力的表現與差異，並分析相關因素（例如族群、社經地位、性別，以及日常閱讀經驗）對閱讀理解的預測力，本研究以北部偏遠地區中學七年級的66名泰雅族學生及76名漢族學生為對象，受測學生均屬社經地位最低等級，兩族群沒有顯著差異。測驗結果發現，泰雅族學生在聽覺理解的表現不僅低於全國常模，更顯著低於漢族學生，其閱讀理解表現則僅低於全國常模，而與背景相近的偏遠漢族學生相當，其識字量不僅與偏遠漢族學生相當，也與常模無差。細究測驗的子成分顯示，泰雅族學生相較於漢族學生，其主要的困難在於高階的統整與推理能力。在迴歸分析中，識字量及聽覺理解表現能顯著預測閱讀理解能力，至於族群、背景因素與日常閱讀經驗等變現對閱讀理解多半不具預測力，顯示在選取區域鄰近的施測對象下，降低了社經地位等因素的差異，致使族群對閱讀理解就不具預測力。此一結果指出，以往識讀能力的族群差異可能與社經地位有關，但宜留意原住民學生較弱的聽覺理解對學習的影響，而偏遠地區中學生中文識讀的教學重點，應著眼在高層次的推理能力上。

關鍵字

社經地位 ； 泰雅族學生 ； 閱讀理解 ； 識字量 ； 聽覺理解

並列摘要

Literacy typically involves the ability to comprehend and manage text language. This study investigated Chinese reading literacy in Atayal and Han students from a single remote area in Taiwan by analyzing possible factors (i.e., ethnicity, socioeconomic status, gender, and daily reading experiences) associated with reading comprehension. A total of 66 Atayal and 76 Han seventh grade students, from the same remote, low socioeconomic status area of northern Taiwan. The results revealed that the listening comprehension performance of the Atayal students was significantly worse than both the national norm and the performance of Han students who participated in this study. Regarding reading comprehension, Atayal students performed significantly worse than the national norm but at the same level as their Han peers. However, Atayal students remained highly similar to both the national norm and their Han peers in terms of the performance of Chinese character size. A further analysis showed that compared to Han students, the main difficulty of Atayal students was advanced reading tasks such as integrating and inferring. Moreover, regression analysis revealed that Chinese character size and listening comprehension were significantly associated with student performance in reading comprehension. After controlling for socioeconomic status by examining the performance of students from adjacent areas, no association was found between literacy and ethnicity, family background, and daily reading experience. The findings suggest that the difference in literacy abilities between ethnicities may be related to socioeconomic status; yet, listening comprehension also plays a vital role in Atayal students' literacy learning. Consequently, literacy teaching of junior high school students in remote areas should emphasize higher-level abilities, for example, integration and inference.

並列關鍵字

Atayal students ； Chinese character size ； listening comprehension ； reading comprehension ； socioeconomic status

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