The Relationship between Taiwanese Children's Development of Orthographic Awareness and Word Recognition

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題名:	The Relationship between Taiwanese Children's Development of Orthographic Awareness and Word Recognition 台灣兒童字形覺知與認詞能力發展關係
作者:	陳修元 Shiou-Yuan Chen
貢獻者:	台北市立教育大學幼兒教育學系
關鍵詞:	字形覺知認詞能力閱讀漢字 orthographic awareness reading development Chinese word recognition
日期:	2004
上傳時間:	2009-07-13 14:08:11 (UTC+8)
摘要:	本研究目的在於探討學習漢字的歷程中，兒童字型覺知能力發展與認詞能力發展的關係。Chen（2000）的研究指出，以口語呈現雙字詞對，並請受試者判斷目標字的字形關係時，多數台灣幼稚園學童使用語音策略、而多數台灣二年級學童使用語音語義策略。由於同年齡兒童間的閱讀能力差異性相當大，以認詞能力分類要比以年齡分類更能顯現閱讀能力與字形覺知能力發展的關係，本研究對幼稚園、一年級、三年級兒童各24、33、33名個別進行同音字字形判斷測驗及中文識字測驗。結果顯示認詞能力越好的兒童、越傾向於使用較複雜且錯誤較少的後設語文覺知策略。此一現象可以解釋為隨著識字能力的提昇，兒童開始注意到漢字中同音字間字形字義的常見對應關係，並隨之建立較成熟的字形覺知策略。 Phonological, orthographic, and semantic properties are essential elements of any lexical entry. Previous studies have focused on the relation between phonological awareness and reading development. The importance of semantic properties have been largely ignored, mainly because semantic cues are not generally useful in reading alphabetic orthographies. In Chinese, recent studies have found that the metalinguistic awareness of semantic properties in influential in children's reading development at both the sub-character and character levels. Chen (2000) found that when Taiwanese children were asked to guess the orthographic relation between unfamiliar characters, most kindergartners used phonological, and the majority of second graders considered both semantic and phonological information. This paper further investigated the relation between orthographic awareness and word recognition ability, which is a basis for reading development. In this study, 24 kindergartners, 33 first graders, and 33 third graders were tested on a homophone judgment test and a Chinese character-naming test. The scores in the character-naming test were used as the indicator for word-recognition ability. The study had two major findings. First, elder children in general are more likely to follow the two more advanced metalinguistic principles, semantic-phonological principle and dictionary principle. Second, children's usage of advanced strategies increased with increasing word-recognition ability. These results suggested that learning more characters might increase children's orthographic knowledge and then direct them to consider semantic, phonological, and orthographic information all together, which might further facilitates their reading development.
關聯:	中華心理學刊, 46卷2&3期, p.259-265
顯示於類別:	[幼兒教育學系] 期刊論文

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