不同閱讀能力學童詞素覺識表現之研究

The Morphological Awareness of Students with Different Reading Abilities in Taiwan

王宣惠

指導教授 ： 洪儷瑜

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2011年)

摘要

本研究旨在探討詞素覺識在閱讀理解中所扮演的角色，並探討不同閱讀能力學童的詞素覺識表現。研究中以大台北地區共277名國小三、四年級學童為研究對象，首先採取單一族群相關分析之設計，探討全體學生詞素覺識、詞彙量以及閱讀理解之間的關係，並以二組組間比較的方式，分別將學生分為不同年齡組以及不同閱讀能力組，其中，以不同年齡組探討三、四年級學童的詞素覺識發展情形，另外，再以閱讀理解測驗作為不同閱讀能力的分組依據，檢驗不同閱讀能力學童之詞素覺識的表現差異。研究以皮爾森積差相關、淨相關、簡單迴歸分析、多元迴歸分析及區辨分析進行資料分析與解釋。主要發現如下：

一、詞素覺識為關鍵的閱讀能力
詞素覺識與閱讀理解之間具有顯著相關，且在控制智力與詞彙量因素後，詞素覺識對閱讀理解亦具有獨立的解釋力。據此，可知詞素覺識應為中文閱讀重要的預測指標，其中，又以釋詞覺識對閱讀理解的解釋力最高。

二、「釋詞覺識」與「構詞覺識」為中年級學童的詞素覺識發展重點
詞素覺識會隨年齡增加而增長，根據本研究的測驗工具與結果，中年級學童對詞素與語意部件的辨識能力已發展成熟；而在「釋詞覺識」、「構詞覺識」與「構詞規則覺識」能力方面，中年級學童雖已具備，但仍未臻精熟，而三、四年級學童的「釋詞覺識」與「構詞覺識」能力具有年級差異，顯示學童在中年級階段，以簡單詞素推測生難詞彙意義的能力、以及運用詞素建構新詞的能力都是持續發展之重點。
三、不同閱讀能力學童的詞素覺識表現有顯著差異
根據本研究結果，中年級不同閱讀能力學童的詞素覺識表現有顯著差異，而此差異主要出現在「釋詞覺識」與「構詞覺識」兩項能力上，不同閱讀能力學童的「詞素區辨覺識」與「語意部件覺識」不僅無顯著差異，且即使是閱讀困難學童，在此二項詞素覺識測驗上也出現天花板效應。

四、詞素覺識能有效區辨閱讀能力
本研究結果發現，詞素覺識能有效區辨閱讀能力，對閱讀能力的區辨率約達75%，其中又以「釋詞覺識」區辨效能較佳，可正確區辨閱讀困難組達81.6%。

本研究並根據研究結果及限制，對未來研究以及教育工作提出相關建議。

關鍵字

詞素覺識 ； 閱讀能力 ； 閱讀理解 ； 國小學童

並列摘要

The purpose of this study was to find out the role that morphological awareness played in Chinese reading comprehension. The other purpose was to examinine the performance of students with different reading proficiency.
The participants were 277 elementary school strudents from the third to fourth grades in Taipei. The poor readers were selected by the reading comprehension test scored below percentile 25th, and the proficient readers were scored between percentile 51th to 80th. All participants were given a battery of tests including intelligence, vocabulary, and 5 morphological awareness tasks. The research data was analyzed by Pearson product-moment correlation, partial correlation, simple regression analysis, multiple regression analysis and discriminant analysis.
The results of the study were summarized as follows:
1. Morphological awareness plays the critical role in reading. Morphological awareness was not only correlated with reading comprehension, but also makes contribution to reading comprehension even after controlling the intelligence and vocabulary factors.
2. To infer the meaning of words by morphemes and to manipulate morphemes to construct new words are the most critical morphological awareness components developed from 3rd to 4th grade students.
3. There are significant difference of morphological awareness between poor readers and proficient readers. However, when it’s regarding “morpheme discrimination” and “semantic radical discrimination,” the poor readers performed as good as proficient ones.
4. Morphological awareness can discriminate the difference of reading proficiency, especially the interpretation task. The overall accuracy rate is about 75percents.
According to the aforementioned findings, the limitations of the study and the recommendations for further researches and practical implementations were made.

並列關鍵字

morphological awareness ； reading ability ； reading comprehension ； elementary school student

參考文獻

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