聲旁表音多媒體教學輔助軟體提升國小中年級低識字量學童識字能力之成效
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2016
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Abstract
本研究目的是探討聲旁表音多媒體教學輔助軟體對於國小中年級低識字量學童在識字能力、識字流暢性以及聲旁表音覺識能力的改變，以評估教學輔助軟體介入前後之差異。本研究採等組前後測設計實驗研究法，針對40名國小三、四年級低識字量學童，以年級等組配對方式，將受試者平均分為實驗組與控制組，每組各有20名中年級低識字量學童。實驗組以聲旁表音多媒體教學輔助介入，為期八週，每週三次，每次5分鐘。控制組則維持傳統教學方法，不實施聲旁表音多媒體教學輔助介入。
研究結果顯示聲旁表音多媒體教學輔助軟體的介入對國小中年級低識字量學童的識字能力、聲旁表音覺識能力具有顯著的提升效果，但是對低識字量學童的識字流暢性並沒有顯著的提升作用。最後，研究者提出一至六年級聲旁表音教學上具體的建議，以及未來研究的方向。
The study was to investigate the effect of multi-media games on phonetic training and character recognition on developing word recognition ability, word recognition fluency，and phonetic awareness of Chinese children with poor reading skills. Students' performance were evaluated to determine the significance of the intervention. The study used the pretest -postest design. 40 third and fourth graders were equally paired into two groups. The experimental group was given the multi-media games on phonetic training and character recognition, and the control group received traditional instruction. The instruction was given in sessions of 5 minutes, 3 sessions each week, during a period of eight weeks. The result indicated that the multi-media games on phonetic training and character recognition showed a significant benefit for students' word recognition ability and phonetic awareness, while the same instruction showed no significant benefit on students' word recognition benefit. At last, suggestions on phonetic instruction for first graders through six graders were addressed, and for further research were recommended.
The study was to investigate the effect of multi-media games on phonetic training and character recognition on developing word recognition ability, word recognition fluency，and phonetic awareness of Chinese children with poor reading skills. Students' performance were evaluated to determine the significance of the intervention. The study used the pretest -postest design. 40 third and fourth graders were equally paired into two groups. The experimental group was given the multi-media games on phonetic training and character recognition, and the control group received traditional instruction. The instruction was given in sessions of 5 minutes, 3 sessions each week, during a period of eight weeks. The result indicated that the multi-media games on phonetic training and character recognition showed a significant benefit for students' word recognition ability and phonetic awareness, while the same instruction showed no significant benefit on students' word recognition benefit. At last, suggestions on phonetic instruction for first graders through six graders were addressed, and for further research were recommended.
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低識字量, 聲旁表音覺識, 統計學習理論, 實驗研究法, 多媒體教學, poor reading skills, phonetic awareness, statistical learning theory, experimental research method, multi-media games