國小低年級學童家庭閱讀環境與識字量之關係研究

A Study of the Relationship between Family Reading Environment and Quantity of Word Recognition for Primary Grade Students in Elementary Schools

藍天雄(Tian-Syung Lan) ； 邱誌偉(Chih-Wei Chiu) ； 江明珠(Ming-Chu Chiang)

《中華管理發展評論》 4卷2期 (2015/12) Pp. 41-55

https://doi.org/10.6631/JCMD.2015.4.2.41

摘要

國民的閱讀力，代表了一個國家的競爭力。各國積極培養兒童的閱讀能力，目的就是要讓學生從閱讀過程中獲得知識與能力，並永續學習，由此可見閱讀能力之重要。識字是閱讀理解之基礎，現今國小的國語文教材編輯，都始於識字教學，顯見識字在閱讀過程中也扮演著關鍵性的角色。家庭是兒童最初的學習場所，閱讀習慣的養成有賴父母，因此將家庭閱讀環境納入研究的範疇。本研究旨在探討國小低年級學童家庭閱讀環境與識字量之關係，並以苗栗縣公館國小低年級共260名學童與家長為研究對象，採用問卷與測驗進行調查研究，本研究工具包括：「國小低年級學童家庭閱讀環境問卷」與「識字量評估測驗」。所得資料分別以t考驗、單因子變異數分析、皮爾森積差相關等統計方法進行資料分析。獲得下列發現：一、國小低年級學童家庭閱讀環境會因家庭社經地位、家庭型態不同而有顯著差異。二、國小低年級學童的識字量會因性別、家庭社經地位不同而有顯著差異。三、國小低年級學童家庭閱讀環境與識字量之間具有顯著正相關。根據研究之結果，建議家長為充實家庭閱讀資源，可善用借閱圖書方式，讓孩子主動、願意與書親近，感受閱讀帶來的樂趣。建議老師針對低年級學童識字有困難者，要運用適當的教學策略，幫助低識字量學童增加其識字量，並依據其識字能力挑選適當的課外讀物，讓低識字能力的學童也能喜愛閱讀，進而奠定學習的基礎。

關鍵字

家庭閱讀環境 ； 識字量 ； 低年級學童

並列摘要

The citizens’ reading ability represents a country’s competitiveness. The intention of all countries which actively foster children’s reading ability is to help students acquire knowledge and ability from the reading process, and to develop lifelong reading habits; hence childhood literary is very important. Literacy is the foundation of reading comprehension. Currently, our country’s national language textbooks all begin with literacy teaching which proves that word recognition plays a major role in the process of learning to read. Since family is every child’s first learning environment and parents often help to form kid’s reading habit, the study of family reading environment was included in the scope. The purpose of this study was to investigate the relationship between primary grade students’ family reading environment and the quantity of their word recognition. The study subjects were 260 primary grade students and their parents at Gongguan Elementary School in Miaoli County, and data was collected through questionnaire and tests. The research tools used including the following: ＂The Questionnaire of the Primary Grade Students’ Reading Environment＂ and ＂Word Recognition Assessment Test＂. This study applied the method of t-test, one-way ANOVA, and Pearson product-moment correlation. The major findings of this study were as follows: 1. The primary grade students’ family reading environment differed drastically depending on the family’s social status and family types. 2. The primary grade students’ quantity of word recognition showed significant difference with students’ gender and their family social status. 3. There are positive correlation among the primary grade students’ family reading environment and the quantity of their word recognition. According to the result of the study, we recommend that parents utilize public resources as an extension of their home libraries in order to motivate their kids actively and willing enjoy reading. Furthermore, we urge the teachers of primary grade students with difficulty in word recognition to employ appropriate teaching method in order to increase the quantity of their word recognition; to choose extracurricular reading materials according to their abilities so they can enjoy reading in order to establish the foundation for further learning.

並列關鍵字

Family Reading Environment ； Quantity of Word Recognition ； Primary Grade Students

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