閱障生之基本組字規則知識初探

Basic Orthographic Knowledge of Child with Reading Disabilities: A Pilot Study

李宏鎰(Horng-Yih Lee) ； 黃睦傑(Mu-Jie Huang) ； 李婕寧(Jie-Ning Lee) ； 許芳綺(Fang-Qi Xu)

《臨床心理學刊》 3卷1期 (2006/06) Pp. 25-34

https://doi.org/10.6550/ACP.200606_3(1).0003

摘要

目的：組字規則是認字的基礎，認字又是閱讀的必要條件。然而，目前的研究對認字困難的閱障生是否具基本組字規則知識尚無一致的發現，這可能是由於大部分的研究未區分出有、無認字困難之閱障生，或用以評量組字規則的方式有所不同使然。
方法：本研究根據認字量多寡，區分出有、無認字困難閱障生及一般生等三組，比較他們判斷各類字彙的像字比例及反應時間。
結果：無論採用何種評量方式，三組的基本組字規則知識並未達顯著差異，即對各類字彙的判斷型態非常相似。
結論：認字困難閱障生具基本組字規則知識，能了解部件在漢字中具特定位置。然而，此知識並不增加他們的認字能力。因此，如果僅教導部件的特定位置，此基本組字規則知識可能對他們幫助有限。

關鍵字

非字 ； 部件 ； 閱讀障礙 ； 組字規則

並列摘要

Objective: A reader's knowledge of the radical positions to some extent helps him/her to identify the semantic radical and the phonetic radical in a Chinese character. The present study was conducted to examine the basic orthographic knowledge, the radical positions, in developmental dyslexia with Chinese character recognition disability.
Method: Sixteen dyslexic students with Chinese character recognition disability in Taiwan were compared with 13 dyslexic students without Chinese character recognition disability (reading-disabled group, RD) and 16 average readers of the same chronological age (CA controls) on a task of lexical decisions for Chinese characters. The task was used to assess the children's knowledge of radical positions. There were altogether 80 items: 20 frequently used characters, 20 rarely used characters, 20 pseudo-characters, and 20 noncharacters. The children were required to decide whether the item was like an actual Chinese character or not.
Results: The results showed that Chinese dyslexic children performed similarly to the RD group and CA controls on the present task. The percentages of looking like actual characters for popular characters, rare characters, pseudo-characters, and noncharacters in the CA controls were similar to the corresponding percentages in the dyslexic group with or without Chinese character recognition disability.
Conclusion: The basic orthographic-related deficit was not found in Chinese dyslexic children with Chinese character recognition disability. The dyslexic students with Chinese character recognition disability had the same level of knowledge about radical positions as all other groups. Therefore, there was no significant association between the level of Chinese characters-recognition and the level of knowledge about radical positions. The constituents of Chinese character orthography include the character structure, the radical functions, the radical positions, and the possibility of combining radicals. However, in this paper, only the radical positions had been explored. The other constituents of Chinese character orthography should be explored in future research. Finally, the authors suggested that Chinese dyslexic children might have problems in developing other orthographic knowledge which were not assessed in this paper. Therefore, students with Chinese developmental dyslexia should not only receive training emphasizing on the knowledge of Chinese radical positions, but also other aspects of Chinese character orthography.

並列關鍵字

Noncharacter ； Radical character ； Dyslexia ； Orthography

參考文獻

()。

()。

Ho, C. S.-H.,Chan, D. W.-O.,Tsang, S.-M.,Lee, S.-H.(2002).The cognitive profile and multipledeficit hypothesis in Chinese developmental dyslexia.Developmental Psychology.38,543-553.

Ho, C. S.-H.,Chan, D. W.-O.,Tsang, S.-M.,Lee, S.-H.,Luan, V. H.(2004).Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia.Cognition.91,43-75.

方金雅(1995)。國小學生一般字彙知識、認字能力與國語文學業成就之相關研究(碩士論文)。國立高雄師範大學教育研究所。