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    Please use this identifier to cite or link to this item: http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/821


    Title: 探討國小三年級與五年級詞彙知識與閱讀理解之關係;Rethinking of Word Knowledge: Relationships among Word Breadth, Word Depth, Morphological Awareness, and Reading Comprehension in the Third and Fifth-grade Children
    Authors: 羅惠尹;LO, HUI-YIN
    Contributors: 教育學研究所
    Keywords: 閱讀理解;構詞覺識;詞彙知識;Reading comprehension;Morphological awareness;Word knowledge
    Date: 2017
    Issue Date: 2019-07-17 10:49:38 (UTC+8)
    Publisher: 教育學研究所
    Abstract: 本研究嘗試將中文構詞覺識列為詞彙知識面向之一部分,並使用結構方程模式檢視國小三年級與五年級的詞彙知識與閱讀理解之關係。在結構方程模式中,詞彙廣度、詞彙深度、構詞覺識為三個潛在變項,而每一個變項由兩個觀察變項(接收性詞彙與表達性詞彙)架構而成。受試者為164位三年級學童與127位五年級學童,每一位學童接受6項詞彙測驗、2個閱讀測驗、與1個瑞文氏測驗;測驗包含中文畢保德圖畫測驗、詞彙成長測驗(洪儷瑜等,2012)、多義詞測驗、魏氏詞彙測驗、造詞測驗、詞素產生測驗、中文閱讀理解測驗(林寶貴與錡寶香,1999)、與閱讀理解成長測驗(蘇宜芬等,2015)。本研究結果顯示,三個潛在變項與閱讀理解彼此互相關聯,而其中以詞彙廣度最具預測力。此外,構詞面向與詞彙深度在三年級無法分化,但是在五年級可以區隔為兩個面向,這顯示可能彼此變項之間對閱讀理解之關係有所重疊。最後,本研究發現三年級與五年級學童在詞彙知識與閱讀理解之發展上有顯著差異。
    This study attempted to consider morphological awareness as one dimension of the word knowledge in Chinese because of its uniqueness, and then to examine the relationships between the word knowledge (breadth and depth) and reading comprehension in the third- and the fifth- grade students by structural equation model. In the model, the three factors (breadth, depth, Chinese morphological awareness) would be the latent variables, and each of them would be constructed by two observed variables (receptive vocabulary and productive vocabulary). One hundred and sixty-four third graders and 127 fifth graders were recruited from two elementary schools in Chia-Yi, Taiwan. All participants were administered to one nonverbal intelligence test and eight vocabulary tests respectively, including Chinese PPVT-R, Word Knowledge Growth Test (Hung et al., 2012), Chinese Polysemy Test, Vocabulary Subtest of the WISC-IV-Chinese, The Chinese Morphological Construction Test, Morpheme Production Test (Shu et al., 2006), Chinese Reading Comprehension Test, (Lin and Chi, 1999) and Reading Comprehension Growth Test (Su et al., 2015). Results of the structural equation model revealed that the three different dimensions (breadth, depth, and morphological awareness) of word knowledge were highly correlated with reading comprehension, and vocabulary breadth was the best predictor to reading comprehension. Secondly, morphological awareness and vocabulary depth were not distinguishable in the third grade but they were in the fifth grade, which showed that these factors had overlapping variance that contributed to the prediction of reading comprehension. Finally, there were significant developmental differences between the third and fifth graders in examining their word knowledge and reading comprehension.
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