閱讀需要識字,兒童在學習中文閱讀的相關知識時,首要工作為學會中文字。在過往的研究中針對學習中文字,曾提出數個重要的影響因素,例如聲韻覺識、字形覺識、動作機制及閱讀流暢性(Tan, Spinks, Eden, Perfetti, & Siok, 2005;曾世杰,2008)等。這些因素各自對閱讀的影響與重要性,在探討中文字學習的文獻中不斷被強調,但將這些要素同時比較的研究卻相當少見。在本研究中同時針對聲韻覺識、字形覺識及動作機制做探討,透過以不同因素強化的學習策略,比較其識字教學上的成效,找出不同因素間對於識字學習的影響力大小。 本研究使用類實驗設計,讓智力及閱讀能力表現正常的國小學童用不同的學習方法學習罕見的中文字,並依組別的不同給予不同的強化學習途徑,再比較其學習成效,藉此推論各個影響閱讀的因素其影響力的強弱。本研究所使用的學習方法包含了辨別文字顏色(對照用的控制組)、唸一遍(聲韻覺識)、算筆劃(字形覺識)及書寫(字形覺識 + 動作機制);另外還探討不同年紀間的兒童,是否因為認知發展成熟度的差別,也有著相異的識字學習效果。 研究的結果顯示,書寫(增強字形覺識 + 動作機制)的學習效果與算筆劃(增強字形覺識)、唸一遍(增強聲韻覺識)的學習效果無顯著差異,表示在學習文字的歷程中,聲韻覺識與字形覺識均具有相當的影響力,而在字形覺識上額外增加動作機制因素對於提高識字學習的成效無太大助益。這樣的結果顯示雖然中文是屬於意符文字,但在中文識字的歷程中,聲韻覺識仍有其不可忽略的地位,而動作機制的有無並非是中文識字必要的因素。另外,雖然各實驗組別年級間的差異沒有完全達到顯著,但認知發展成熟度的不同的確有可能會影響文字學習能力的表現。
Word recognition is fundamental in learning to read Chinese. Previous studies have suggested that phonological awareness, orthographic awareness, motor programming, and reading fluency played important roles in learning Chinese characters (Tan, Spinks, Eden, Perfetti, & Siok, 2005; Tzeng, 2008). In the present study, three lexical learning strategies, i.e., phonological awareness, orthographic awareness, and motor programming, were adopted to examine their effectiveness in learning Chinese characters. Children with normal IQ and reading abilities were recruited in the present study. Different lexical learning strategies including color recognition (control group), character naming (improving the phonological awareness), stroke counting (enhancing the orthographic awareness), and writing (enhancing both the orthographic awareness and motor programming) were manipulated on children with different cognitive maturity. The present results demonstrated better learning effects for all of three experimental conditions (i.e., character naming, stroke counting, and writing) than those of the control group, but no different learning effect was found among three experimental conditions. Whereas lexical learning strategies based on the phonological awareness and the orthographic awareness showed similar effects in learning Chinese characters, the strategy based on motor programming did not significantly contribute to lexical learning. The present results also indicated that the cognitive maturity should also be taken into account in learning to read Chinese.