本研究目的在比較不同識字能力學生在識字及認知能力上之表現,並探討這兩者之間的關係。 識字困難學生主要篩選標準是智力正常、中文年級認字量低於同年級1個水準以上者,共從台北市大安、河堤、金華等三所國小二年級學童中篩選選出31名,再以智力、性別、年齡、母語、家庭結構、社經地位等配對條件,在識字困難學生所就讀的班級中找出中文年級認字量在平均水準的普通配對學生31名,兩組學生共62名。 所有的學生都接受識字以及認知能力的測驗,其中識字能力測驗包括看字讀音、看字造詞的再生識字能力,聽詞選字、看詞選字的再認識字能力,以及聽寫、看注音寫國字的再生書寫能力,而認知能力測驗則包括有注音符號認讀、去音首、聲調處理等聲韻處理測驗,部件辨識的視覺字形處理測驗,以及工作記憶、序列記憶等記憶測驗。所得的資料以t考驗、χ2百分比同質性考驗、積差相關、通過百分比進行資料分析。 本研究結果顯示: 一、就各識字能力表現的差異而言:兩組學生在各識字能力表現的得分(包括看字讀音的時間)均達顯著差異;且識字困難學生再生與再認識字能力的通過百分比差距明顯大於普通配對學生。 二、就各錯誤類型的犯錯人數而言:識字困難學生再生與再認識字能力表現之「形似錯誤」及「音似錯誤」的犯錯人數明顯大於普通配對學生,而再生的書寫能力表現,兩組學生各錯誤類型的犯錯人數沒有顯著差異;就犯錯百分比而言:兩組學生再生的識字與書寫能力表現之主要犯錯類型是「形似或字形錯誤」,而再認的識字能力表現之主要犯錯類型是「音似錯誤」。 三、就各認知能力的差異而言:兩組學生除了在「部件辨識」之得分上未達顯著差異外,其餘在各認知能力之得分上均達顯著差異;且識字困難學生在注音符號認讀與部件辨識之通過百分比與普通配對學生差異不大。 四、就各識字能力表現與各認知能力成分之關係而言:兩組學生在這兩者之間大部分是沒有達顯著相關,但識字困難組學生在這兩者之間有顯著相關的部分是比普通配對組學生多。 根據上述研究的結果,本研究對識字困難學生的教學、診斷以及未來的研究提出建議。 關鍵詞:識字困難、識字能力、認知能力、識字歷程
This study aimed to investigate the major factors of word recognition of second graders by comparing the competence of word recognition and cognitive performance of students with word recognition difficulties (WRD in short) and without WRD. Thirty-one second graders with WRD were selected with one year below average in Chinese Graded Word Recognition Test (CGWD) and normal IQ. The other 31 were selected with normal performance in CGWD as the grade-match group (GM). Both groups were measured the competence of word recognition, which were character recognition(CR), choosing the word with dictating and the phonetic cues(ChW), dictation and writing the character with phonetic cue. The cognitive abilities were measured by Zhu-Yin-Fu-Hao recognition test, deletion of first consonant, tonal awareness test, radical recognition test, working memory test, and sequential memory test. The statistics of t-test, χ2, and percentage were used to analyze the data. The three major findings were concluded as follows : 1. In the performances of word recognition, the scores of WRD were found significantly lower than GM students. However, the difference of the percentages between recalled (i.e. CR) and recognized words performance (i.e. ChW) of WRD were found significantly greater than those of GM. 2. Analyzing the errors of CR, the orthographic and phonological errors were found significantly more in WRD's performance than GMs'. The main error types of character recognition and writing were found as orthographic errors, but the main error type of ChW was phonological errors. 3. All the cognitive competence, except radical recognition, of the WRD were found significantly lower than those of GM students. And more significant correlation were found between word performance and cognitive components in WRD group than those in GM group. According the aforementioned findings, the limitations of this study, and the recommendations to research and practical implementation were made. Keyword : word recognition, word recognition difficulties, cognitive components