國小低年級學童聲韻覺識、聲旁表音覺識、造詞能力、斷詞能力、與中文閱讀之縱貫性研究

Phonological Awareness, Phonetic Awareness, Word Construction, and Word Parsing Skills in Chinese: A Grade 1 to Grade 2 Longitudinal Study

本研究運用結構方程模式（SEM)分析國小低年級學童的聲韻覺識、聲旁表音覺識、造詞能力、斷詞能力與中文閱讀能力的的同時性和長期性預測力。研究對象為臺中市157名國小低年級學童，每人均接受瑞文氏彩色圖形推理測驗、聲韻覺識測驗、聲旁表音覺識測驗、字根造詞測驗、一分鐘斷詞測驗、識字量評估測驗A12、短文唸讀流暢性測驗。本研究發現國小低年級學童的聲韻覺識、聲旁表音覺識、造詞能力、中文斷詞能力和中文閱讀能力有顯著的同時性和長期性相關。聲旁表音覺識能力和造詞能力能同時與長期預測中文識字及短文流暢唸讀。

This present study examined the longitudinal effects of phonological awareness, phonetic awareness, word construction, and word parsing skills to Chinese reading. One-hundred and fifty-seven first graders were assessed on phonological awareness, phonetic awareness, word construction, word parsing and reading measures. The results showed that phonetic awareness and word construction skills predicted Chinese reading accuracy and fluency concurrently and longitudinally.