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|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|
|Keywords: ||閱讀理解;構詞覺識;詞彙知識;Reading comprehension;Morphological awareness;Word knowledge|
|Issue Date: ||2019-07-17 10:49:38 (UTC+8)|
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.
|Appears in Collections:||[教育學研究所] 學位論文|
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