國小三年級學童句法能力與中文閱讀能力之相關研究

Department of Special Education

National Taichung University of Education

Master Thesis

Study on Syntactic Skills and Chinese Reading Ability

among 3

Graders

Ching-Ju Hsieh

Advisor

Chen-Huei Liao, Ph. D.

Study on Syntactic Skills and Chinese Reading Ability

among 3

Graders

Abstract

The present study examined the contribution of phonological awareness, morphological awareness, syntactic skills to Chinese reading ability among grade three Chinese readers. A total 74 third graders were assessed on measures of phonological awareness, morphological awareness, syntactic skills, character recognition, word parsing, Chinese reading comprehension, and one-minute reading fluency. The main findings are summarized as follows：

1. Grade three girl readers performed significantly well than boy readers. In connective usage, character recognition, and word parsing, performances of two groups of students were significantly different.

2. Performances of phonological awareness, morphological awareness, and syntactic skills correlated significantly with Chinese reading measures. ( including Character Recognition, Word Parsing, Chinese Reading Comprehension, and One-Minute Reading Fluency ).

3. After age and IQ were controlled, phonological awareness skills predicted character recognition, one-minute reading fluency, Chinese reading comprehension and word parsing.

4. Morphological awareness skill predicted character recognition, Chinese reading comprehension, and word parsing after age, IQ and phonological awareness were controlled.

controlling for character recognition, one-minute reading fluency and word parsing, syntactic skills were significant predictors of Chinese reading comprehension.

Keywords: phonological awareness, morphological awareness, syntactic skills, Chinese reading ability

1 1 6 8 13 13 28 40 66 69 69 70

80 82 83 83 90 94 102 111 111 114 118 119 119 127

2-1

2-2

2-3

2-4

2-5

2-6

2-7

2-8

2-9

2-10

3-1

3-2

4-1

4-2

4-3

t

4-4

4-6

4-7

4-8

4-9

4-10

2-1

2-2

2-3

2-4

2-5

2-6 Rumelhart

2-7

3-1

3-2

2002

2010 2012

1999

2010 2007 2010 1998a 1998b

( Adams, 1990 ; Brady & Shankweiler, 1991 ; Wagner & Torgesen, 1987 )

1999 1996a 2011 1997 1995；

2003；Huang & Hanlly, 1994 ; Mann & Liberman, 1984 ; Newman, Tardif, Huang, & Shu, 2011

80 25 16 2000 2000 Booth et al., 2006 2001 1996b 1999

2002

( Chung, Ho, Chan, Tsang, & Lee, 2010 )

( Chung et al., 2010 ; Shu, McBride-Chang, Wu, & Liu, 2006 ) ，

1996

2012 2011 2011 1998 2012

2011 2011 2009；Chung & Hu, 2007 ; Ku

& Anderson, 2003 ; McBride-Chang, Shu, Zhou, Wat, & Wager, 2003 ; Shu & Anderson, 1997 ; Shu et al., 2006 ; Tong, McBride-Chang, Shu, & Wong, 2009

1996 2011

1998 2009；Ku & Anderson, 2003 ; McBride-Chang et al., 2003 ; Shu & Anderson, 1997

1999 Singer, 1990

( Chik et al., 2011 ; Perfetti, 1990 )

1999 Chik et al., 2011 ; Chik et al., 2010

1992

( Chik et al., 2011 ; Chik et al., 2010 ; Gong & Peng., 2005 ; Hu, 2003 ; Liu, 2004 ) ( Chik et al., 2011 ) 1999 2008 2011； 2008 2006 2005 ( learn to read ) ( read to learn )

1996 1993 ( Wren, 2001 ) 2001 1998a word boundary 2010 2010 1998a

1993 1999 2010 1999 Walczyk Griffith-Ross ( 2007 ) automaticity theory verbal efficiency theory

2010

1992

2007

( phonological awareness )

( Lane, Pullen, Eisele, & Jordan, 2002 )

( morphological awareness )

1992

McBride-Chang et al., 2003 ; Shu et al., 2006 ) 2012

1995 2008 2011 1992 1990） 2003 1995

1992 ( onsets ) 2-1 2-1 1 2 7 3 6 5 4 2003 106

( rimes ) 2-2 2-2 （ ） 2003 159 ( tones )

2003

( characters )

2006

1992

80

1.

2.

1992） 2010

( morphemes )

2-3 1990 2-3 1990 28 ( words ) ( orthographic unit ) ( syntactic Unit )

1.

2.

1995 2-4

1. 1990 2003 2008 2. 1990 2003 2008

( grammar )

1990 2-5 2-6

2-6

( sentence )

1990 2003

1. 2.

3.

( the double-clause sentence )

2-7

2-7

2003

1990

( Vacca, Vacca, & Gove, 2000 ) 2004 Dickinson, Wolf Stotsky ( 1989 ) Tummer Hoover ( 1992 ) Perfetti ( 1999 )

( word identification ) ， ( decoding ) ( mental vocabulary )

( comprehension processes ) ， ( literal comprehension )

( inferences ) ( parser ) ( text-based representation ) ( situation model )

1998b

1998a 2007

2010

2-1

2010 39

Chall ( 1996 ) ( Stage Model )

Gunning ( 1996 ) 2-8 ˙ 聲 韻 覺 識_/ 音 素 覺 識 。 ˙ 語 音 工 作 記 憶 。 ˙ 快 速 唸 名 。 ˙ 聽 覺 時 序 處 理 能 力 。 ˙ 語 音 知 覺 能 力 。 ˙ 視 覺 瞬 態 系 統 處 理 能 力 。 ˙ 語 法 覺 知 。 ˙ 詞 彙 。 ˙ 詞 素 覺 知 。 ˙ 執 行 運 作 功 能 。 ˙ 語 音 工 作 記 憶 。

2-8

( Stages of Reading Development )

Chall ( 1996 ) Gunning ( 1996 )

early reading stage/emergent literacy stage 1. 0~5 1. 2. 3. the

beginning of formal reading instruction/conventional literacy stage 6~7 1. 2. 5~7 1. 2.

Confirmation ,fluency and ungluing form print

7~8 1. 。 2. 7~8 1. 2.

reading for learning the law。 9~14 1. 2. 3. Reading for learning 9~12 1. 2. multiple viewpoints 14~18 1. 13 1. 2. construction

and reconstruction stage 18

Chall ( 1996 ) Gunning ( 1996 ) 2-8 Spear-Swerling Sternberg ( 1996 ) 2-2 2002 2-2

2007 ( phonological awareness ) 2007 ( working memory ) ( phonological coding ) 2004 ( Liberman, 1996 )

( metacognitive strategies )

2004

( bottom-up model ) 2007 2002 Lipson Wixson ( 1991 ) ( perceptual analysis ) ( lexical analysis ) ( syntacttic analysis ) ( semantic analysis ) 2007 2-3 訊 息 流 向

2007 ( top-down model ) 2007 2-4 2-4 2007 ( interactive model ) 訊 息 流 向

2007 Reutzel Cooter ( 1996 )

2-5

2-5

Rumelhart

( Samuels & Kamil, 1984 )

2-6 Rumelhart

( 1992 ) 21 10-19

2011 1993 1995 1998 2001 2002 2006 2012 1995 2001

2003

2001 2009

1999

( Phonological Awareness )

Mattingly ( 1972 )

Yopp ( 1988 ) ( phoneme )

Goswami Bryant ( 1990 ) ( onset and rime ) ( syllable ) Barker ( 1994 )

2009

2010

( phoneme )

( Huang & Hanley, 1994 )

( Adams, 1990 ; Brady & Shankweiler, 1991 ; Penny, Leung, Chan, Meng, & McBride-Chang, 2005 ; Wagner & Torgesen, 1987 )

1996a 2010

2007 2005 2011 2012

1993 2011 2010 Lee & Tzeng, 2008 ; Newman et al., 2011

1999 2011

2011 2011

1997；Huang & Hanlly, 1994 ; Liao, 2006

1999

1996a 1997 1995 2003；Mann & Liberman, 1984

Mann Liberman ( 1984 )

1993

Huang Hanlly ( 1994 )

1996a

1997

1999

2003

1999

2005 Korkman Barron-Linnankosik Lahti-Nuuttila 1999

Liao ( 2006 ) 2007 Lee Tzeng ( 2008 ) 183 140 2010 2010 2011

2011

2011

Newman 2011

Huang Hanley ( 1994 ) 2001 1996b 1999 2003；Read et al., 1986 Read 1986 1996b 1999 2001 2003

1996a 2006

( Morphological Awareness )

( semantic radical ) ( phonetic radical )

2009； 2011；Shu & Anderson, 1997

2011 2011 2008 2011

1996 2012 2011

2011 1998 2011 2012 2011

2009；Chung & Hu, 2007 ; Chung et al., 2010 ; Ku & Anderson, 2003 ; McBride-Chang et al., 2003 ; Shu & Anderson, 1997 ; Shu et al., 2006 ; Tong et al., 2009

2-9 1996 1998 2009 2011 2011 2011 2011 2012 2012

Shu & Anderson ( 1997 ) Ku & Anderson ( 2003 ) McBride-Chang et al. ( 2003 ) Shu et al. ( 2006 ) Chung & Hu ( 2007 ) Tong et al. ( 2009 ) Chung et al. ( 2010 )

Anderson, 1997 )

( Shu et al., 2006 )

1996 2012

2011 2011 1998 2011 2012

2011 2009；Chung & Hu, 2007 ; Ku & Anderson, 2003 ; McBride-Chang et al., 2003 ; Tong et al., 2009 ; Shu & Anderson, 1997 ; Shu et al., 2006 Chung Hu ( 2007 ) 1. 2. 3. 4. 2012 1. 2. 3.

Ramirez, Chen, Geva Luo ( 2011 )

1996

2012 2011 2011 1998 2011

2012 2011 2009；Ku & Anderson, 2003; McBride-Chang et al., 2003 ; Tong et al., 2009 ; Shu & Anderson, 1997 ; Shu et al., 2006

Tong 2009 1. 2. 3. 2012 1. 2. 1996 2011 1998

Shu Anderson ( 1997 ) 1. 2. 3. 1998 1. 2. 3. 4. Ku Anderson ( 2003 ) 1. 2.

McBride-Chang 2003 1. 2. 3. 2009 1. 2. 3. 2011 1. 2.

2011 2011 2011；Chung et al., 2010 ; Shu et al., 2006

Shu 2006 1. 2. 3. 2011 1. 2. 3. 2011

2. 2011 1. 2. 3. Chung 2010 81 27 27 27 Verhoeven Perfetti ( 2011 )

2012

( Chik et al., 2011 ; Shu et al., 2006 )

2010

1985

2010

2008

Chik 2011

Perfetti

( syntactic structure ) ( syntactic parsing )

1999

1995） 2007

1999 2002 ; Chik et al., 2011 ; Chik et al., 2010

( Chik et al., 2011 ; Gong & Peng., 2005 ; Hu, 2003 ; Liu, 2004 )

1991 ; Chik et al., 2011

( Chik et al., 2010 ; Perfetti, Landi, & Oakhill, 2005 )

Chik 2011

2008 2008 2011

2008 2006 2005 2007 2008

2-10 1999 1. 226 106 120 2. 1. 2. 3. 2005 1. 24 2. 152 1. 2. 3. 2006 1. 308 2. 1. 2. 3.

2007 1. 2. 1. 2. 3. 4. 5. 2008 1. 2. 1. 2. 3. 2008 1. 1. 2. 3. 4.

2008 1. 305 35 680 2. 1. 2. 3. 2008 1. 1. 2. 2011 1. 20 2. 1. 2.

2008 2011； 2008 2006 2005 1999 ( Chik et al., 2011 ) 1990 Koda ( 2005 ) 1990 ( Conjunctions ) 2-7

2-7 1992 336 ( Liu, 1999 ) ( word order ) 1985 2010

Chik 2010

( Chik et al., 2011 ; Chik et al., 2010 )

2010 2012 2001 1995 2002 2006 1998 2003 2001 1995 2010 1999 2007 2005 2011 2012 1993 2011 2011

2010 1997；Huang & Hanlly, 1994 ; Lee & Tzeng, 2008 ; Liao, 2006 ; Newman et al., 2011

2001

1996 2012 2011

2011 1998 2011 2012 2011

2009；Chung & Hu, 2007 ; Ku & Anderson, 2003 ; McBride-Chang et al., 2003 ; Tong et al., 2009 ; Shu & Anderson, 1997 ; Shu et al., 2006

1999 2002 ; Chik et al., 2011 ; Chik et al., 2010

( Chik et al., 2011 ; Chik et al., 2010 ; Gong & Peng., 2005 ; Hu, 2003 ; Liu, 2004 )

correlational

research multiple hierarchical

regression analysis 3-1 1. 2. 3. 3. 1 2 3 1. 1 2 2. 4.

2-8 101 78 30 48 101 6 CPM PR25 4 1 3 74 3-1 3-1 29 45 74

word order discourse skills

CPM

2005 Colored Progressive Matrices CPM

PR25

J. Raven, J. C. Raven J. H. Court 1947 1993

36 0 .76 .90 .59 .83 2001 A3 200 0 T .99 .81 .95 ( Cronbach’ s α ) .97 2009

183 0 1999 100 0 T .95 .89 ( Cronbach’ s α ) .96 2009 A4

Liao ( 2006 ) CD 12 0 Cronbach’ s α .813 Liao ( 2006 ) CD 12 0 Cronbach’ s α .747

2012

3

40 0

Cronbach’ s α .670

1 2 3 4 1 40 0 Cronbach’ s α .923 1 2 3 1 3 2 132 40 0 Cronbach’ s α .899

1 2 3 1 3 2 132 1 2 3 4 92 0 Cronbach’ s α .944 3-2

3-2 ( CPM ) 20 ~ 50 20 ~ 30 1 40 ~ 60 1 7~10 7~10

10 ~ 15 1 2 3 4 20 ~ 25 1 2 3 25 ~ 35 1 2 3 30 ~ 40

3-2

PR25 74

excel SPSS

( descriptive statistics )

t

( t-test, independent samples )

( Pearson product-moment correlation )

( multiple hierarchical regression analysis )

4-1

2001

59.96 18.58 114 27

64.55 23.03

32.09 15.96 60 0 1999 49.47 100 17.13 86 22 49.32 19.38 2009 80.82 16.56 111 47 Liao ( 2006 ) 9.45 12 78.72 2.78 12 0 69 9 14 6 7.22 12 60.14 2.96 12

1 45 9 39 6 t 4-2 t 6.707, p<.001 ) ( 2012 ) 22.89 40 57.23 5.11 32 10 73 20 ( 2012 ) 22.88 40 57.20 9.00 39 3 23.78 40 59.46 7.11 40 7 37.43 92 40.69 24.09 84 3 4-2 F 15.459, p<.001 )

2001 2011 85.86 64.55 82.27 2011 84.28 59.96 9 2010

( Adams, 1990 ; Lee & Tzeng, 2008 ) McBride-Chang ( 1995 ) 69 39 2011 2011 2006 2010 2011 2011 59.46 57.20 40.69

4-1 (CPM) 30.16 3.80 83.78 22 36 59.96 80.82 49.47 32.09 18.58 16.56 17.13 15.96 49.47 27 47 22 0 114 111 86 60 9.45 7.22 2.78 2.96 78.72 60.14 0 1 12 12 22.89 5.11 57.23 10 32 22.88 23.78 37.43 9.00 7.11 24.09 57.20 59.46 40.69 3 7 3 39 40 84 1.N 74 2. 3. 4-2 t F 78.72 60.14 2.78 2.96 6.707*** 57.20 59.46 40.69 9.00 7.11 24.09 15.459***

4-3 t 4-3 8 7 30.76 36 8 7 29.78 t=.593, p .05 t=1.142, p .05 53.17 27.03 64.33 35.36 t t=-2.623, p .05 t=-2.250, p .05 81.86 45.59 80.16 51.98 t=-.430, p .05 t=-1.583, p .05 9.14

7.10 9.64 7.29 t t=-.763, p .05 t=-.262, p .05 21.79 23.60 t=-1.498, p .05 20.21 22.24 31.93 24.60 24.78 40.98 t t=-2.096, p .05 t=-1.511, p .05 t=-1.594, p .05 CPM

t

2010

1997 2001 2002 2006

4-3 t n 29 n 45 t 103.59 3.76 103.07 3.63 .593 (CPM) 30.76 3.25 29.78 4.11 1.142 53.17 81.86 45.59 27.03 13.61 17.23 15.44 15.17 64.33 80.16 51.98 35.36 20.12 16.27 17.85 15.75 -2.623* .430 -1.583 -2.250* 9.14 7.10 2.97 3.00 9.64 7.29 2.66 2.96 -.763 -.262 21.79 4.62 23.60 5.33 -1.498 20.21 22.24 31.93 7.79 5.73 21.08 24.60 24.78 40.98 9.39 7.77 25.43 -2.096* -1.511 -1.594 * p .05

4-4 4-4 p .05 p .01 p .001 r=.352 r=.54 r .423 r .442 r .294 r=.417 r=.460 r .454 p .001 r=.478 r=.518 r .514 .579 r=.505

r .667 .779 r .851 .885 4-4 p .01 p .001 r=.425 r=.376 r=.513 r .584 .686 r=.407 r=.471 r=.470 r .550 .573 r=.448 r=.534 r=.695 r .872 .890 r=.447

4-4 n=74 1 2 3 4 5 6 7 8 9 10 11 12 1. .177 .104 .181** .209*** .201*** .151*** .145*** .183*** .171*** .209*** .189*** 2. .145 .352** .540*** .423*** .228*** .442*** .294*** .417*** .460*** .454*** 3. .361** .649*** .478*** .425*** .376*** .513*** .686*** .584*** .622*** 4. .576*** .546*** .407*** .471*** .470*** .573*** .566*** .550*** 5. .746*** .448*** .534*** .695*** .886*** .872*** .890*** 6. .447*** .362*** .531*** .715*** .751*** .720*** 7. .505*** .478*** .579*** .550*** .514*** 8. .518*** .548*** .534*** .532*** 9. .738*** .667*** .779*** 10. .875*** .885*** 11. .851*** 12.

4-5 4-5 p .05 .01 .001 1999 2003 2005 2007 2011 2012 1993 2011

1996

2012 2011 2011 1998 2011

2012 2011 2009；Chung & Hu, 2007 ; Ku & Anderson, 2003 ; McBride-Chang et al., 2003 ; Tong et al., 2009 ; Shu & Anderson, 1997 ; Shu et al., 2006

2008

Matthew effect 2010

( Chik et al., 2011 ; Chik et al., 2010 ; Gong & Peng., 2005 ; Hu, 2003 ; Liu, 2004

2011

2010 2012 2011 2010 Chik 2011

( multiple hierarchical regression )

4-6

p

9.4 p .01 R 4-6 β R² R² 1 2 3 .003 -.196 .030 .053 -.058 .027 .217 .312 .027** .190** .094** ** p .01 4-7 13.8 p .01 15.3 p .01 3.9 p .05

4-7 β R² R² 1 2 3 .053 .064 .050 .166 .030 .138 .292 .330 .138** .153** .039** ** p .01 4-8 30.4 p .001 β 14.2 p .001 17.3 p .001 25.9 p .001 β 4-9 30.4 p .001 β

44.9 p .001 4.4 p .001 9.3 p .001 β 4-8 β R² R² 1 2 3 4 .022** .132** -.118

**

**

4-9 β R² R² 1 2 3 4 .016** .146** .126** .034** .080** -.129

**

4-10 β R² R² 1 2 3 -.041 -.105 -.064 -.135 -.062 .195 .317 .404 .195*** .122*** .087*** ** p .01. *** p .001 2010 1999 2011 2011 2011 2010； 1997；

2011 2011 2010 Liao ( 2006 )

2012

21.2

2010

1996 2012

2011 2011 1998 2011 2012

2011 2009；Ku & Anderson, 2003; McBride-Chang et al., 2003 ; Ramirez et al., 2011 ; Tong et al., 2009 ; Shu & Anderson, 1997 ; Shu et al., 2006

2004

1996 1998

2011 2011 2011 、

( Chik et al., 2011 ; Chik et al., 2010 ; Gong & Peng., 2005 ; Hu, 2003 ; Liu, 2004 ; Perfetti et al., 2005 )

2010

1999 2002 ; Chik et al., 2011 ; Chik et al., 2010

4-8 4-9

β

Chik 2011

1992

32.09 80.82

57.23

1996 2012 20 ( 1 ) 123-164 2001 2011 2004 2008 39 4 555-56 2010 1999 2008 2012 2008 2002 R. J. Sternberg & E.

2010 43-62 2010 2007 32 1-18 2011 2001 2005 2008 2003 2012 2009 2011 1998

1993 40 77-90 2007 2004 2001 1999 1995 12 1-24 1996 I NSC 84-2421-H017-002-F5 2012 1993 2006 31 73-92 1993 307-349 1999

2010 25-42 101 10 104-105 1996a 7 1 49-66 1996b 7 1 29-47 1993 2007 14 10-19 1991 12 1992 2008 5 1 45-66 2006 2005 2000 2003 2005 2011

1990 2004 2011 34 1 1-28 2008 1995 2002 2002 2012 2007 1995 57-76 ( 1992 ) 21 10-19 2002 19 1-26 1999 17 205-223 2010

2000 42 1 87-100 1999 5-28 2004 2009 2003 14 2 1-28 2005 28 123-144 1992 1992 1990 2011 2010 50 67-75 1997 30 263-288 2001 2011

2006 2011 1998a 31 303-326 1998b 6 15-37 1991 403-448 2002 NSC91-2413-H-018-013 2009 2012 2011 19 13-28 2007 2009 2008 2010 2002

1998 10 165-196 1999 11 100-133 2007 4 1 1-30 1995 1985 2003 1998 1995 853-873 2011

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