國小一年級學習障礙生與普通生中文識字能力與錯誤類型之研究

The Studies of Chinese Literacy Performance and Error Types in First-grade Normal Students and Students with Learning Disability

魏嘉妏(Jia-Wen Wei) ； 張世彗(Shih-Hui Chang)

《特教論壇》 10期 (2011/06) Pp. 19-32

https://doi.org/10.6502/SEF.2011.10.19-32

摘要

本研究旨在探究國小一年級學習障礙生和普通生識字能力表現與錯誤類型上的差異。本研究以98學年度臺北市公立國小一年級52學習障礙和普通學生爲對象，自編「中文識字量表」爲工具。所得資料分別以獨立樣本t考驗及次數作處理，獲得下列主要發現：(1)臺北市國小一年級普通生中文識字能力表現的平均得分爲109.85（占量表總字數的91.6%）；學習障礙生中文識字能力表現的平均得分爲50.40（占量表總字數的42.5%）；(2)臺北市國小一年級普通生的中文識字能力顯著優於學習障礙生；(3)臺北市國小一年級學習障礙生與普通生最常見的中文識字錯誤類型相似，皆爲字形混淆和字音相近；而相異之處在於普通生遇到沒教過的生字，常出現聲旁表音的現象，學習障礙生則容易亂猜而唸成無相關的音。以試題結果言，臺北市國小一年級學習障礙生的未答題數明顯多於普通生；唸讀生字時，比普通生花費較多的答題時間。

關鍵字

一年級 ； 學習障礙學生 ； 中文識字能力 ； 錯誤類型

並列摘要

The purpose of this study was to compare normal students and students with learning disability in Chinese literacy performance and the error types. The samples were selected for fifty-two of first graders in Taipei city elementary school. The instrument utilized to examine the effect was ”Chinese Literacy Scale”. The collected data were analyzed by t-test and frequency. The main findings were as followed:1. First graders of normal students in Taipei who performed the Chinese literacy had average score 109.85 (occupying 91.6% of total words in the scale), the students with learning disability who performed the Chinese literacy had average score 50.40 (occupying 42.5% of total words in the scale).2. Normal first graders who performed the Chinese literacy were superior to first graders with learning disability In Taipei.3. Two groups of students who made the error types in Chinese literacy, all is ”words confusion” and ”words sound similar.” The difference was that normal first graders who met the unknown words, they often appeared the phenomenon of ”sound next to the phonetic”; and first graders with learning disability who can guess easily and speak to irrelevant sound; While first graders with learning disability who didn't answer the question and spend time were more than normal first graders in Taipei.

並列關鍵字

First grade ； students with learning disability ； Chinese literacy performance ； error types

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