二年級學童讀字相關認知因素及提取發音訊息的習字表現之探究

The Relationship between Learning to Read Chinese Characters/Words and the Cognitive Abilities of 2nd Graders and the Strategies for Leaning New Characters

本研究旨探究二年級學童讀字、讀詞能力與相關認知能力之關係，及不同認知優、弱勢兒童習字表現。相關認知能力指不同視覺處理能力與聽覺處理能力。習字表現比較兒童在無提示、聲旁提示、與整字提示下，使用類比、推衍、及記憶策略的習字表現。共126 名二年級學童參與研究。結果顯示，中文字形配對與聲調覺識與讀字/詞能力有較高的相關；兒童使用聲旁訊息習字效果優於只運用記憶策略，而運用推衍策略擷取聲旁訊息的表現優於類比策略；在某些程度上，不同字形配對能力者，在無提示及整字提示情境下，運用推衍策略習字表現上有所差異；而不同聲調覺識能力者，在整字提示下，運用類比策略的習字效果亦有程度上的差異。本研究的發現支持Taft 與Zhu（1995）的中文多層次激發識字理論，亦為未來研究與教學提出具體建議。

This study investigated (a) the relationships between Chinese character/word reading and the visual awareness, phonological awareness, and tonal awareness of 2nd Graders in Taipei; (b) the relative merits of the analogy and derivation strategies used by 2nd graders to retrieve phonological information from the phonetic components of Ideophonetic characters; and (c) the performance of children at different levels of salient visual and phonological skill as they apply these two strategies in learning to read new Chinese characters. One hundred and twenty-six 2nd graders participated in this study. The results showed that: (a) the ability to read Chinese characters/words is significantly correlated with the ability to distinguish the two components of a character-pair through both visual and tonal awareness; (b) the ability to retrieve the phonological information of phonetic components has a significant positive effect on learning to read novel characters; (c) in learning to read new (unfamiliar) characters, the derivation strategy yields a better performance than the analogy strategy; (d) to a certain extent, children at higher levels of character-pair discrimination skill outperform those at lower levels in learning to read new characters by means of the derivation strategy, and children at higher levels of tonal awareness outperform those at lower levels in learning to read new characters by means of the analogy strategy.