國小閱讀理解困難學童的象徵性語言與口語類推能力

本研究主要目的爲探討(1)閱讀理解困難學童與一般學童的象徵性語言、口語類推能力有何差異存在，以及(2)象徵性語言、口語類推能力與非語文推理、工作記憶之間的相關。研究對象爲52名六年級之閱讀理解困難與一般學童。研究結果顯示，閱讀理解困難學童在明喻、隱喻、成語、諺語、誇張陳述、非字面意義用詞等象徵性語言的理解皆遠低於一般學童。另外，他們在類別對應、主題關聯對應、部分－整體對應、屬性對應、同義詞對應、反義詞對應與線性對比關係等類型的口語類推能力也是不如一般學童。另外，相關分析顯示象徵性語言、口語類推能力與非語文推理能力具有顯著之相關；但是工作記憶並未與象徵性語言、口語類推能力有顯著之相關。最後，象徵性語言亦與口語類推具有顯著之相關。

The purpose of this study was to investigate whether students with reading comprehension difficulties had more problems in comprehension of different types of figurative language (i.e. similes， metaphors， idiom， proverbs， hyperbole)， and performed worse on tasks of verbal analogy， as compared to average readers. In addition， it was aimed to explore whether comprehension of figurative language， verbal analogical reasoning， nonverbal reasoning and working memory were related to each other. The 52 sixth grade students were assigned to subgroups of average readers and poor readers with comprehension difficulties based on a reading comprehension screening test. It was found that average readers outperformed poor readers on comprehension of all types of figurative language and verbal analogical reasoning. In addition， figurative language comprehension， verbal analogical reasoning， were found to be associated with nonverbal reasoning. However， working memory was not associated with figurative language comprehension or verbal analogical reasoning.