國小學童詞素覺識、聲韻覺識、字形處理能力與中文字詞認讀能力之相關研究

Morphological Awareness%2C Phonological Awareness%2C and Orthographic Skills in Reading Accuracy and Reading Fluency among Chinese Elementary School Children

本研究探討國小學童閱讀相關認知能力與中文字詞認讀能力之關係，以及在不 同年級間之表現情形。本研究應用結構方程模式（Structural Equation Modeling， SEM）分析詞素覺識、聲韻覺識、字形處理能力對中文字詞認讀能力的預測力。 研究對象為國小一、三、五年級共469 位學生，其研究結果主要發現如下： 1. 一、三、五年級學童之詞素覺識、聲韻覺識、字形處理能力對中文認字及 語詞閱讀流暢性皆有顯著的預測力。 2. ANOVA 檢定結果發現，詞素覺識與字形處理能力在不同年級之間達顯著差 異（五年級＞三年級＞一年級），顯示詞素覺識與字形處理能力隨著年齡 增長有顯著性的進步；聲韻覺識之聲母覺識隨著年齡增長有些微的進步， 韻母覺識則無明顯進步。 3. 詞素覺識在一、三、五年級中文字詞認讀能力預測模型中的解釋量均高於 聲韻覺識與字形處理能力，顯示詞素覺識對中文閱讀歷程是一項重要的認 知因素。

The present study examined the roles of three reading-related cognitive skills for reading accuracy (character recognition) and reading fluency (word reading speed) in Chinese. Four hundred and sixty-nine 1st， 3rd， and 5th graders in Taiwan were tested on morphological awareness， phonological awareness， orthographic， and literacy skills. The results of structural equation modeling (SEM) showed that three reading-related cognitive skills significantly predicted character recognition and word reading fluency， and morphological awareness skills emerged as the strongest predictor. The results of analysis of variance (ANOVA) further revealed that older children performed significantly better on morphological awareness and orthographic skills (G5 > G3 > G1) while the same was not found for phonological awareness. The findings suggest that morphological awareness is uniquely important for reading Chinese.