國小閱讀理解困難學童之詞彙能力分析研究

The Study of Vocabulary Competence of Elementary Students with Reading Comprehension Difficulties

吳淑娟(Shu-Chuan Wu)

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(2000年)

摘要

本研究旨在分析閱讀理解困難學生之詞彙能力、識字能力與閱讀理解能力之間的關係，並探討其口語詞彙及書面詞彙能力上的表現。
本研究以閱讀理解困難篩選測驗得分在平均數負一個標準差以下及托尼非語文智商在90以上為標準，篩選出31位閱讀理解困難學生，而受試需再接受六項測驗以評估口語詞彙、書面詞彙及識字能力。
本研究結果顯示：
一、閱讀理解困難學生之口語詞彙能力皆未與書面詞彙、識字、閱讀理解能力達顯著相關；書面詞彙能力則皆與識字能力達顯著相關，且書面詞彙意義表達、書面詞彙意義理解亦皆與閱讀理解能力達顯著相關，其識字能力需要透過書面詞彙能力才和閱讀理解能力有顯著相關。
二、閱讀理解困難學生之每句口語詞彙數比一般學生短少，且看圖說故事之每句詞彙個數及每句不重覆詞彙個數皆顯著多於自發性說故事；而閱讀理解困難學生的口語詞類發展有落後的現象，在看圖及自發性說故事中，12種詞類詞彙出現百分比皆以動詞和名詞為最高，以嘆詞及擬聲詞為最低；副詞出現百分比僅在自發性說故事時顯著高於其他9種詞類的情形。
三、閱讀理解困難學生6種詞類之書面詞彙讀音的通過百分比為98.27%，且有自我修正讀音的現象；而代詞、名詞之書面詞彙意義表達最優（其通過百分比為89%及83%），而動詞及介詞最差（其通過百分比為71%及72%），且有反應速度較慢的情形。另外，同義詞、反義詞及多義詞各項得分之答對百分比在77%以上，和一般五年級學生之答對百分比沒有顯著差異，但閱讀障礙學生在同義詞及多義詞的理解能力上顯著低於一般學生。
本研究並針對研究結果及研究限制，提出對未來研究及教學的建議。

關鍵字

閱讀理解困難 ； 詞彙 ； 閱讀障礙 ； 國小學生

並列摘要

The main purpose of this study was to examine the relationship of vocabulary, word recognition, and reading comprehension of elementary students with reading comprehension difficulties (RCD in short). The spoken and the written vocabulary competence of RCD were also investigated.
Thirty-one fifth graders with RCD were selected with one standard below average in Screening Test for Reading Comprehension Difficulties and normal score of nonverbal IQ. They were measured the Story-telling Test, Vocabulary Test, Synonyms Test, Antonym Test, Polysemy Test, and Chinese Graded Word Recognition Test.
The three major findings were concluded as follows:
1.The spoken vocabulary was not related to the written vocabulary, word recognition, and reading comprehension, but the significant correlations were found between the written vocabulary and word recognition. Both expressive and comprehensive written vocabularies were significantly related to reading comprehension. However, the relation of word recognition and reading comprehension was found to be contributed by the written vocabulary.
2.The numbers of vocabulary per sentence of RCD were significantly smaller than the general students. They produced more words in the situation of telling story with pictures than telling story spontaneously. And RCD fell behind with eleven years old students in the development of verbal syntax. Noun and verb were found to be two most frequent used in spoken vocabularies of RCD. The two least frequent were interjection and onomatopoeia.
3.The pronunciation of vocabulary of RCD was found at 98% accuracy. However, they were frequently self-corrected during test. Pronoun and noun were the first two highest frequent used in expressively written vocabulary. The least frequent were verb and preposition. In the Synonyms, Antonym, and Polysemy Tests, no difference between RCD and the general students were found. Nevertheless, the scores of reading disabilities in the Synonyms Test and Polysemy Test were significantly lower the general students.
According the aforementioned findings, the limitations of this study, and the recommendations to research and practical implementation were made.

並列關鍵字

reading comprehension difficult ； vocabulary ； reading disabilities ； elementary students

參考文獻

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