台灣聽力正常兒童與聽覺障礙兒童對文字書本之概念表現

Performance on Print-Related Concepts by Taiwanese Children With Normal Hearing and Hearing Impairment

根據西方文字的研究證實，幼兒早期的文字概念是日後文字閱讀的基礎。而且幼兒在進入小學之前就已經知道很多有關文字與閱讀的知識。本研究炤在探討中國聽力正常兒童與聽覺障礙兒童對於中國文字用途的認識。本研究之研究對象是208位幼稚園和國小一年級、國小三年級聽力正常兒童及聽覺障礙兒童。其中幼稚園兒童69位、國小一年級學生64位、國小三年級75位。研究測驗項目包括文字的覺察，文字的用途，書本閱讀的規則及對中國文字的認識。研究結果發現，學童對文字書本之概念與學生之聽力狀況有密切關係，然而學生之聽力狀況與學生年級對測驗項目之影響卻呈現不同模式。其可能因素將在本研究中提出討論。最後，本研究報告中對如何培養幼童文字閱讀有關概念的教學提出具體的建議。

Research has shown that young children's knowledge of print is important for their later leading and writing ability. It also has shown that young children acquire many concepts about print before beginning reading instruction in school. The present research examined the print-related knowledge of Chinese print that Taiwanese children possess and how this knowledge changed as a functions of age and hearing status. Two hundred eight subjects were divided into two groups, hearing and hearing-impaired. Sixty-nine subjects were kindergartners, sixty-four subjects were first graders, and seventy-five subjects were third graders. The functions of print, print convention, and Chinese characters. The results showed that there was a significant hearing status effect; however, different patterns of that effect interact with grade level for each print-related task. A discussion of the possible reasons for these differences was also presented. Finally, several instructional activities to facilitate young readers' development of print-related concepts were suggested.