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Title: 偏遠地區泰雅族與漢族中學生中文識讀能力之分析
Other Titles: Chinese Reading Literacy in Atayal and Han Junior High School Students in a Remote Area of Taiwan
Authors: 孔淑萱 白芸凌 蘇宜芬 吳昭容
Shu-Hsuan Kung Yun-Ling Pai Yi-Fen Su Chao-Jung Wu
Issue Date: Jun-2012
Publisher: 教育研究與評鑑中心
Center for Educational Research and Evaluation
Abstract: 識讀能力意指理解與使用書面語言的能力,其主要成分包括閱讀理解、聽覺理解,以及識字量。為了探討單一偏遠地區泰雅族與漢族學生在中文識讀能力的表現與差異,並分析相關因素(例如族群、社經地位、性別,以及日常閱讀經驗)對閱讀理解的預測力,本研究以北部偏遠地區中學七年級的66名泰雅族學生及76名漢族學生為對象,受測學生均屬社經地位最低等級,兩族群沒有顯著差異。測驗結果發現,泰雅族學生在聽覺理解的表現不僅低於全國常模,更顯著低於漢族學生,其閱讀理解表現則僅低於全國常模,而與背景相近的偏遠漢族學生相當,其識字量不僅與偏遠漢族學生相當,也與常模無差。細究測,驗的子成分顯示,泰雅族學生相較於漢族學生,其主要的困難在於高階的統整與推理能力。在過歸分析中,識字量及聽覺理解表現能顯著預測閱讀理解能力,至於族群、背景因素與日常閱讀經驗等變項對閱讀理解多半不具預測力,顯示在選取區域鄰近的施測對象下,降低了社經地位等因素的差異,致使族群對閱讀理解就不具預測力。此一結果指出,以往識讀能力的族群差異可能與社經地位有關,但宜留意原住民學生較弱的聽覺理解對學習的影響,而偏遠地區中學生中文識讀的教學重點,應著眼在高層次的推理能力上o
Literacy typically involves the ability to comprehend and manage text language. This study investigated Chinese reading literacy in Atayal and Han students from a single remote area in Taiwan by analyzing possible factors (i.e., ethnicity, socioeconomic status, gender, and daily reading experiences) associated with reading comprehension. A total of 66 Atayal and 76 Han seventh grade students, from the same remote, low socioeconomic status area of northern Taiwan. The resultsrevealed that the listening comprehension performance of the Atayal students wassignificantly worse than both the national norm and the performance of Han students who participated in this study. Regarding reading comprehension, Atayal students performed significantly worse than the national norm but at the same level as their Han peers. However, Atayal students remained highly similar to both the national norm and their Han peers in terms of the performance of Chinese character size. A further analysis showed that compared to Han students, the main difficulty of Atayal students was advanced reading tasks such as integrating and inferring. Moreover, regression analysis revealed that Chinese character size and listening comprehension were significantly associated with student performance in reading comprehension. After controlling for socioeconomic status by examining the performance of students from adjacent areas, no association was found between literacy and ethnicity, family background, and daily reading experience. The findings suggest that the difference in literacy abilities between ethnicities may be related to socioeconomic status; yet, listening comprehension also plays a vital role in Atayal students' literacy learning. Consequently, literacy teaching ofjunior high school students in remote areas should emphasize higher-level abilities, for example, integration and inference.
Other Identifiers: FBF33CC0-2501-69BA-0EB9-52A76F1D7FF1
Appears in Collections:當代教育研究

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