第五章 結論與建議
第三節 建議
壹、教學和評量上的建議 一、教學方面
本研究結果顯示中文聲韻覺識與中文識字能力之間有密切的關連性，針 對初學識字的學童，對於中文識字困難的低年級學童來說，建議特殊教育教師 在進行注音符號教學時可加入中文聲韻覺識訓練，大量以韻文、增音、刪音、音 素混合、中文首尾音挑異音等教學活動以增進學童對中文聲韻覺識的敏感 度。此外，本研究結果亦顯示國小低年級學童之中文聲韻覺識對英文識字的相 關性及預測力都比英文聲韻覺識高，顯示學童在學習英文識字的過程中有使用 了中文聲韻覺識之學習轉移現象，且相較於英文聲韻覺識、字母、拼音，中 文聲韻覺識對中文識字及英文識字的預測力都是最大的，從中了解中文聲韻 覺識對中、英文學習都具有重要的影響力。
另一方面，本研究發現學童字母與拼音能力對中、英文識字都有密切的 相關性及影響力，此結果顯示學童可能將學習英文字母拼讀的歷程中習得的 技巧轉移至母語中文的學習上，也就是說，學童學習英文字母拼讀不但能增 進英文識字能力，對中文識字也有助益。
本研究亦發現，中文識字學習有困難的學童在學習英文同樣會遇到困 難，從本研究已得知低年級學童之中文聲韻覺識、英文聲韻覺識、字母、拼 音能力都是對中、英文識字有重要影響的認知能力，在雙語學習的發展趨勢 中，建議特殊教育教師針對中文聲韻覺識、英文聲韻覺識、字母、拼音發展 策略性的教材教法，同時增進識字困難學童之中、英文聲韻覺識與字母拼讀 能力，不但不會增加識字困難學童的學習負擔，而且還能在這些基本能力增 進的過程中收學習轉移的效果。
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85 三、研究變項及研究工具
本研究僅使用中、英文聲首及韻尾挑異音測驗做為研究工具，除了首、
尾音覺識外，中、英文聲韻覺識也都含有音節、音素、聲調等其他層面的元 素，建議未來研究可延伸探討中、英文聲韻覺識之其他覺識測驗與中、英文 識字能力之間的關係。此外，目前國內國小英文教材版本不一，因此本研究 的四項英文認知能力測驗︰英文識字、英文聲韻覺識、字母測驗皆由研究者 自編，在進行研究前的工具取得費時費力，建議未來的雙語研究者能發展適 合臺灣國小學童學習經驗與歷程並可作比較分析的中、英文識字與相關認知 能力的測驗工具，設計並建立全國性之低、中、高年級的常模，且具有良好 的信度與效度的考驗，將更有助於未來的研究。
在中、英文識字能力的測試上，本研究中文識字採用黃秀霜（2001）編 製的中文年級認字量表，為了排除低年級學童的注音符號拼音書寫能力對測驗 結果可能造成的影響，以及與英文識字測驗做比較，此測驗採一對一施測，僅 測驗受試者中文字音認讀能力，無法進一步了解受試者對字義的理解，在英文 識字方面也是一對一施測(同樣排除學童字母拼讀干擾因素)，施測內容則是從 學童在學校使用之英文教材中學過的英文字彙中選取；因此，未來研究在評 估受試者中、英文字識字能力時，建議同樣從學童學過的字/詞中選取試題，
施測方式同樣包含字音、字義的概念，以更明確了解受試者的識字能力。
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李茵琦（2008）。Word Box 及 Word Sort 字母拼讀法對國小三年級學童之 音韻覺識及拼字能力之影響。臺北市立教育大學英語教學系碩士論文，
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附錄一、施測同意書
國立臺中教育大學特殊教育研究所施測同意書
親愛的家長您好：
為了解國小二年級學生的認知能力對中、英文識字學習的影響，目前正 在進行一項此方面的研究誠摯邀請貴子女參加本研究透過施測結果資料分析 能協助您與老師更了解貴子女學習狀態，靜如將於六月份於本校對全二年級 學生進行施測。
另外本研究需了解學生學習背景因此將蒐集學生在校學習及智力表現並 請您撥冗填答以下這份學生校外學習問卷您所填的問卷內容除了作為本研究 及學術論文參考外不另作其他用途請放心填答！
誠心邀請您與貴子女的參與 敬祝闔家平安
研究生：俞靜如 敬上 手機：0920620618
e-mail：[email protected]
本人同意子女參加中英文識字研究並同意將子女在校學習表現及相關資料問卷 提供國立臺中教育大學特教研究所研究生俞靜如做為論文及學術發表使用非經 本人同意不得將個人資料外流或做任何非學術使用
學生： 班級：二年 班 家長： (簽名處) 中華民國一○○年五月十七日
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