研究生: |
高恩澤 Christopher James Cowan |
---|---|
論文名稱: |
預測臺灣幼童早期英文閱讀技能之研究 Predicting English Prereading Skills of Taiwanese Kindergarteners |
指導教授: |
甄曉蘭
Chen, Hsiao-Lan |
學位類別: |
碩士 Master |
系所名稱: |
教育學系 Department of Education |
論文出版年: | 2009 |
畢業學年度: | 97 |
語文別: | 英文 |
論文頁數: | 142 |
中文關鍵詞: | 台灣幼童 、社會經濟地位 、早期英文閱讀技能 、早期華語閱讀技能 、英文符號知識 、注音符號知識 、英文聲韻覺識 、中文聲韻覺識 |
英文關鍵詞: | Taiwan kindergarteners, socioeconomic status, English prereading skills, Chinese prereading skills, English graphophonemic knowledge, Chinese graphophonemic knowledge, English phonological awareness, Chinese phonological awarenes |
論文種類: | 學術論文 |
相關次數: | 點閱:159 下載:0 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究探討如何發展一套復合的工具,使之準確地預測台灣幼童在早期英文閱讀技能 (English prereading skills) 的發展。六十八位台灣幼童經過社會經濟地位 (SES),華語聲韻覺識 (Chinese phonological awareness) 和注音符號 (Chinese graphophonemic knowledge) 的評估後,接受十個星期的英語教學,為期十週的英語教學結束後,研究者評估幼童的英文聲韻覺識 (English phonological awareness) 和英文符號知識 (English graphophonemic knowledge),再據以統計分析個人的社會經濟地位和早期華語閱讀技能,探討是否能預測英文早期閱讀技術的發展。本研究利用多元回歸分析(Multiple regression analysis) 藉以測試本研究相關工具的預測能力。研究結果發現:1) 社會經濟地位可以預測台灣的幼童在早期英文閱讀技能的發展,2) 早期華語閱讀技能可以有效的預測早期英文閱讀技能的發展,3) 多元回歸分析能用來衡量社會經濟地位和早期華語閱讀技能,使之在預測早期英文閱讀技能更為準確。
The current study researched the possibility of developing a composite instrument that will serve to more accurately predict the development of English prereading skills of Taiwanese kindergarteners than instruments based on a single factor or closely related set of factors. 68 Taiwanese kindergarteners were assessed using the social-background factor of SES as well as the two child-based factors of Chinese phonological awareness and Chinese graphophonemic knowledge. The subjects were then exposed to ten weeks of English instruction. Upon the conclusion of the ten-week course, the children’s English phonological awareness and English graphophonemic knowledge were assessed and statistical analysis was performed in order to determine if SES and Chinese prereading skills serve to predict the development of English prereading skills. Multiple regression analysis was performed in order to determine if a composite instrument consisting of scores from all the above factors and their subcomponents serve to provide greater prediction power than any single factor alone. Results are as follows: (1) A consistent, moderate predictive relationship exists between SES and English prereading skills in Taiwanese kindergarteners, (2) A consistent, strong predictive relationship exists between Chinese prereading skills and English prereading skills, and (3) multiple regression analysis allows for constructing a model based on measures of SES and Chinese prereading that achieves a much higher level of predictive power for English prereading skills than using any one measurement or set of measurements. Important implications from these results are discussed.
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge:
MA: MIT Press.
Anderson, R. C., & Li, W. (2005). A cross-language perspective on learning to read. In
McKeough, A., Phillips, L. M., Timmons, V., & Lupart, J. (Eds.), Understanding literacy development: A global view. (pp. 65-91). Mahwah, NJ: Lawrence Erlbaum Associates.
Anderson, R. C., Li, W., Ku, Y. M., Shu, H., & Wu, N. (2003). Use of partial information in
learning to read Chinese characters. Journal of Educational Psychology, 95, 52-57.
Alexander, K., & Entwisle, D. (1996). School children at risk. In Booth, A. & Dunn, J. (Eds.),
Family-school links: How do they affect educational outcomes? (pp. 67-88). NJ: Lawrence Erlbaum.
Bastien-Toniazzo, M., & Jullien, S. (2001). Nature and importance of the logographic phase in
learning to read. Reading and Writing, 14, 119-143.
Beech, J. R. (2005). Ehri’s model of phases of learning to read: a brief critique. Journal of
Research in Reading, 28 (1), 50-58.
Blachman, B. A. (2000). Phonological Awareness. In Kamil, M., Mosenthal, P.,
Pearson, P., Barr, R. (Eds.), Book of reading research. (Vol. 3. pp. 251-281).
London: Lawrence Erlbaum Associates.
Bloodgood, J. (1999). What’s in a name? Children’s name writing and name acquisition.
Reading Research Quarterly, 34, 342-367.
Bornstein, M. H., & Bradley, R. H. (Eds.), (2003). Socioeconomic Status, Parenting, and Child
Development. New Jersey: Lawrence Earlbaum.
Bornstein, M. H., & Hahn, C. S., Suwalsky, J. T. D., Haynes, O. M. (2003). Socioeconomic status, parenting, and child development: The four-factor index of social status and the
socioeconomic index of occupations. In Bornstein, M. H. & Bradley, R.H. (Eds.),
Socioeconomic Status, Parenting, and Child Development. (pp. 125-143). New Jersey: Lawrence Erlbaum.
Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American
Psychologist, 34 (10), 844-850.
Chan, C. K., & Siegel, L. S. (2001). Phonological processing in reading Chinese among normally
achieving poor readers. Journal of Experimental Child Psychology, 80, 23-43.
Chang, C. J. (2006). Linking early narrative skill to later language and reading ability in
Mandarin-speaking children: A longitudinal study over eight years. Narrative Inquiry, 16 (2), 275-293.
Chall, J. S. (1967). Learning to read: The great debate. New York: McGraw-Hill.
Chall, J. S. (1979). The great debate. Ten years later, with a modest proposal for reading stages.
In L. B. Resnick & P. A. Weaver (Eds.), Theory and practice of early reading (Vol. 1, pp. 29-55). Hillsdale, NJ: Erlbaum.
Chen, X., Anderson, R. C., Li, H., & Shu, H. (2006). Developmental Stages in Learning to Read
Chinese. Unpublished manuscript, Ontario Institute for the Study of Education.
Chen, X., Ku, Y. M., Koyama, E., Anderson, R., Li, W. (2008). Development of phonological
awareness in bilingual Chinese children. Journal of Psycholinguistic Research, 37, 405-418.
Coleman, J. S. (1998). Social capital in the creation of human capital. American Journal of
Sociology, 94 (Suppl.), S95-S120)
Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999). A longitudinal study of
phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 20, 275-303.
Duncan, G. J., & Magnuson, K. A. (2003). Off with Hollingshead: Socioeconomic resources,
parenting, and child development. In Bornstein, M. H. & Bradley, R.H. (Eds.),
Socioeconomic Status, Parenting, and Child Development. (pp. 125-143). New Jersey: Lawrence Erlbaum.
Desforges, C. (1989). Testing & assessment. London: Cassell Education Limited.
Durgunǒglu, A. Y., Nagy, W. W., & Hancin-Bhatt, B.J. (1993). Cross-language transfer of
phonemic awareness. Journal of Educational Psychology, 85, 453-465.
Durgunǒglu, A. Y. (2002). Crosslinguistic transfer in literacy development &
implications for language learners. Annals of Dyslexia, 52, 189-204.
Ensminger, M. E., & Fothergill, K. E. (2003). A decade of measuring SES: What it tells us and
where to go from here. In Bornstein, M. H. & Bradley, R.H. (Eds.), Socioeconomic Status, Parenting, and Child Development. (pp. 125-143). New Jersey: Lawrence Erlbaum.
Entwisle, D. R., & Astone, N. M. (1994). Some practical guidelines for measuring youth’s
race/ethnicity and socioeconomic status. Child Development, 65 (6), 1521-1540.
Ehri, L. C. (1991). Development of the ability to read words. In R. Barr, M. L. Kamil, P. B.
Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 383-417). New York: Longman.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zaden, Z. & Shanahan,
T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel’s meta-analysis. Reading Research Quarterly, 36, 250-287.
Ehri, L. C. (2005). Learning to Read Words: Theory, Findings, and Issues. Scientific
Studies of Reading, 9 (2), 167-188.
Frith, U. (1985). Beneath the surface of developmental dyslexia. In K.E. Patterson, J.C. Marshall,
& M Coltheart (Eds.), Surface dyslexia (pp. 301-330). London: Erlbaum.
Foulin, J. N. (2005). Why is letter-name knowledge such a good predictor of learning to read?
Reading and Writing, 18, 129-155.
Gambrell, L. B., Morrow, L. M., & Pressley, M. (Eds.), (2007). Best practices in
literacy instruction (3rd ed.). New York: The Guilford Press.
Geva, E. & Wang, M. (2001). The development of basic reading skills in children: A
cross-language perspective. Annual Review of Applied Linguistics, 21, 182-204.
Gibson, E. J. (1965). Learning to read. Science, 148, 1066-1072.
Gibson, E. J. (1972). Reading for some purpose. In J. F. Kavanagh & I. G. Mattingly (Eds.),
Language by ear and by eye (pp. 3-19). Cambridge, MA: MIT Press.
Goswami, U. (1986). Children’s use of analogy in learning to read: A developmental study.
Journal of Experimental Child Psychology, 42, 73-83.
Goswami, U. (1988). Orthographic analogies and reading development. Quarterly Journal of
Experimental Psychology, 40A, 239-268.
Goswami, U. (1990a). A special link between rhyming skill and the use of orthographic
analogies by beginning readers. Journal of Child Psychology and Psychiatry, 31, 301-311.
Goswami, U. (1990b). Phonological priming and orthographic analogies in reading. Journal of
Experimental Child Psychology, 49, 323-340.
Goswami, U. (1993). Toward an interactive analogy model of reading development: Decoding
vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443-75.
Goswami, U. (1999). The relationship between phonological awareness and orthographic
representation in different orthographies. In M. Harris & G. Hatano (Eds.), Learning to
read and write: A cross-linguistic perspective (pp. 134-156). New York: Cambridge
University Press.
Goswami, U. (2000). Phonological and Lexical Processes. In Kamil, M., Mosenthal, P.,
Pearson, P., Barr, R. (Eds.), Handbook of reading research. (Vol. 3. pp. 251-281).
London: Lawrence Erlbaum Associates.
Goswami, U. (2005). Synthetic Phonics and Learning to Read: A Cross-Language
Perspective. Educational Psychology in Practice 21 (4), 273-282.
Goswami, U., & Bryant, P.E. (1990). Phonological skills and learning to read. Hillsdale, NJ:
Lawrence Erlbaum.
Gottardo, A., Yan, B., Siegel, L. S., Wade-Woolley, L. W. (2001). Factors related to English
reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93 (3), 530-542.
Gough, P. B., & Hillinger, M. L. (1980). Learning to read: An unnatural act. Bulletin of the Orton Society, 30, 179-196.
Gough, P. B., & Juel, C. (1991). The first stages of word recognition. In Rieben & C.A. Perfetti
(Eds.), Learning to read: Basic research and its implications. (pp. 47-56). Hillsdale, NJ: Erlbaum.
Hanley, R. J. (2005). Learning to read in Chinese. In Snowling, M. J. & Hulme, C. (Eds.), The
Science of Reading: A Handbook. (pp. 316-335). Oxford: Blackwell.
Hauser, R. M. (1994). Measuring socioeconomic status in studies of child development.
Child Development, 65 (6), 1541-1545.
Hecht, S. A., Burgess, S. R., Torgesen, R. K., & Rashotte, C. A. (2000). Explaining social class
differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge. Reading and Writing: An Interdisciplinary Journal 12, 99-127)
Hess, R. D. & Holloway, S. (1984). Family and school as educational institutions. In Parke, R. D.
(Ed.), Review of Child development Research, 7: The Family (pp. 179-222). Chicago: University of Chicago Press.
Ho, C. S.-H, & Bryant, P. (1997a). The importance of phonological awareness and
verbal short-term memory to children’s success in learning to read Chinese. Psychologia, 40, 211-219.
Ho, C. S.-H, & Bryant, P. (1997b). Phonological skills are important in learning to read
English and Chinese. Developmental Psychology, 33, 946-951.
Ho, C. S.-H., & Bryant, P. (1997c). Learning to read Chinese beyond the logographic phase.
Reading Research Quarterly, 32, 276-289.
Ho, C. S. H., & Wong, W. L., & Chan, W. S. (1999). The use of orthographic analogies in
learning to read Chinese. Journal of Child Psychology, 40, 393-403.
Hoffman, L. W. (2003). Methodological issues in studies of SES, parenting, and child
development. In Bornstein, M. H. & Bradley, R.H. (Eds.), Socioeconomic Status, Parenting, and Child Development. (pp. 125-143). New Jersey: Lawrence Erlbaum.
Hoien, T., & Lundberg, I. (1988). Stages of word recognition in early reading development.
Scandinavian Journal of Educational Research, 32, 163-182.
Hollingshead, A. B. (1975). The four-factor index of social status. Unpublished manuscript. Yale
University, New Haven, CT.
Holm, A., & Dodd, B. (1996). The effect of first written language on the acquisition of English
literacy. Cognition, 59, 119-147.
Hu, C. F., & Catts, H. W. (1998). The role of phonological processing in early reading
ability: What we can learn from Chinese. Scientific Studies of Reading, 2, 55-80.
Hu, C. F. (2005). Learning to read and spell: The relative role of phonemic awareness and onset-
rime awareness. Taiwan Journal of Linguistics, 3 (1), 65-100.
Hu, C. F. (2007). Phonological processing as early indicator of L2 word learning
difficulties. In Proceedings of 2007 International Conference on English Learning and Teaching: Linking Theory with Practice (pp. 8-25). Taipei, Taiwan: Crane.
Huang, H. S., Hanley, J.R. (1995). Phonological Awareness and visual skills in learning to read
Chinese and English. Cognition, 54 (1), 73-98).
Karoly, L. A., Greenwood, P. W., Everingham, S. S., Houbé, J., Kilburn, M. R., Rydell,
P. C., Sanders, M. & Chiesa, J. (1998). Investing in our children: what we
know and don’t know about the costs and benefits of early intervention. Santa Monica: RAND.
Lindsay, G., & Desforges, Martin. (1998). Baseline assessment: Practice, problems and
possibilities. London: David Fulton Publishers.
Lindsey, K. A., Manis, F. R., & Bailey, C. E. (2003). Prediction of first-grade reading in
Spanish-speaking English-language learners. Journal of Educational Psychology, 95, 365-391).
Marsh, G., Friedman, M., Welch, V. & Desberg, P. (1981). A cognitive-developmental theory of
reading acquisition. In G. E. MacKinnon & T. G. Waller (Eds.), Reading research: Advances in theory and practice. Vol. 3 (pp. 199-221). New York: Academic Press.
Mason, J. (1980). When do children learn to read: An exploration of four-year old children’s
letter and word reading competencies. Reading Research Quarterly, 15, 202-227.
McCardle, P., Scarborough, H., & Catts, H. W. Predicting, explaining, and preventing children’s
reading difficulties. Learning Disabilities Research & Practice, 16 (4), 230-239.
McBride-Chang, C. (1995). What is Phonological Awareness? Journal of Educational
Psychology, 87 (2) 179-192.
McBride-Chang, C., Bialystok, E., Chong, K. K. Y., Li, Y. (2004). Levels of phonological
awareness in three cultures. Journal of Experimental Child Psychology, 89, 93-111.
McBride-Chang, C. & Ho, C. S. H. (2000). Developmental Issues in Chinese Children’s
Character Acquisition. Journal of Educational Psychology, 92 (1), 50-55.
McBride-Chang, C., & Ho, C. S. H. (2005). Predictors of beginning reading in Chinese and
English: A two year longitudinal study of Chinese kindergarteners. Scientific Studies of Reading, 9 (2), 117-144.
McBride-Chang, C., & Kail, R.V. (2002). Cross Cultural Similarities in the Predictors of
Reading Acquisition. Child Development, 73 (5), 1392-1407.
McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003). Morphological
awareness uniquely predicts young children’s Chinese character recognition. Journal of
Educational Psychology, 95 (4), 743-751.
McBride-Chang, C. (2004). Children’s literacy development. New York: Oxford
University Press.
McCardle, P., Scarborough, H. S., Catts, Hugh W. (2001). Predicting, Explaining, and
Preventing Reading Difficulties. Learning Disabilities Research and Practice, 16
(4), 230-239.
McGee, L. M., Lomax, R. G., & Head, M. H. (1988). Young children’s written language
knowledge: What environmental and functional print reading reveals. Journal of Reading Behavior, 20, 99-118.
McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American
Psychologist, 53, 2, 185-204.
Miller, D. C., & Salkind, N.J. (Eds.), (2002). Handbook of research design & social
measurement (6th ed.). London: Sage Publications.
Mueller, C. W., & Parcel, T. L. (1981). Measures of socioeconomic status: alternatives and
recommendations. Child Development, 52, 13-30.
Mutuer, V., Hulme, C., Snowling, M., & Taylor, S. (1997). Segmentation, not rhyming, predicts
early progress in learning to read. Journal of Experimental Child Psychology, 65, 370-396.
Morrow, L. M. (2005). Literacy development in the early years: helping children to
read and write (5th ed). New York: Pearson Education.
Rathvon, N. (2004). Early reading assessment: a practitioner’s handbook. New York:
The Guilford Press.
Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How
psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2 (2), 31-74.
Sadoski, M., & Paivio, A. (2007). Toward a unified theory of reading. Scientific Studies of
Reading, 2 (4), 337-356.
Salter, C. L., Hobbs, J. J., Wheeler, J. H., & Kostbade, J. T. (2001). Essentials of World Regional
Geography. Orlando, Florida: Harcourt Inc.
Savage, R., & Carless, S. (2004). Predicting curriculum and test performance at age 7 years from
pupil background, baseline skills and phonological awareness at age 5. British Journal of Educational Psychology, 74, 155-171.
Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities:
Phonological awareness and some other promising predictors. pp. 77-121 in B.K. Shapiro, P. J. Accardo, and A. J. Capute, (Eds.), Specific Reading Disability: A View of the Spectrum Timonium (pp. 282-292). MD: York Press.
Seymour, P. H. K., & MacGregor, C. J. (1984). Developmental dyslexia: A cognitive
experimental analysis of phonological, morphemic and visual impairments. Cognitive Neuropsychology, 1, 43-48.
Shu, H., Anderson, R. C., & Wu, N. (2000). Phonetic awareness: Knowledge of the orthography-
phonology relationships in the character acquisition of Chinese children. Journal of Educational Psychology, 92, 56-62.
Shu, H., Zhou, X., & Wu, N. (2000). Utilizing phonological cues in Chinese characters: A
developmental study. Acta Psychologica Sinica, 32, 164-169.
Sirin, S. R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review
of Research. Review of Educational Research, 73, 3 (417-453).
Skehan, P. (1998). A cognitive approach to language learning. New York: Oxford University
Press.
Snow, C. E., & Sweet, A.P. (2003). Rethinking reading comprehension. New York:
Guilford Press.
Snow, C. E., Burns, M. S., & Griffin, P. (Ed.) (1998). Preventing reading
difficulties in young children. Washingtion: D.C.: National Academy Press.
Stanovich, K. (1992). Speculations on the causes and consequences of individual differences in
early reading acquisition. In P.B. Gough, L.C. Ehri & R. Treiman (Eds.), Reading acquisition, (pp. 307-342). Hillsdale, NJ: Lawrence Erlbaum Associates.
Tan, J. (2006) A study on Chinese phonological awareness, English phonological
awareness and English word recognition in Taiwanese fourth graders. Master thesis, National Taiwan Normal University, 2006.
Tuckman, B. W. (1978). Conducting educational research (2nd ed.) New York: Harcourt
Brace Jovanovich.
Tzeng, O. J. L., Lin, Z. H., Hung, D. L., & Lee, W. L. (1995). Learning to be a conspirator: A
tale of becoming a good Chinese reader. In B. de Gelder & J. Morais (Eds.). Speech and reading: A comparative approach. Hove, UK: Lawrence Erlbaum.
Wagner, R. K., & Torgenson, J. K. (1987). The nature of phonological processing and its causal
role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
Wagner, R.K., Torgenson, J.K. Rashotte, C., Hecht, S. A., Baker, T. A., Burgess, S. R. et al.
(1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers. Developmental Psychology, 33, 468-479.
Tamis-LeMonda, C., Bornstein, M., & Baumwell, L. (2001). Maternal Responsiveness
and Children’s Achievement of Language Milestones. Child Development 72 (3): 748-767.
Tobin, J., Wu, D., & Davidson, D. (1989). Preschool in three cultures: Japan, China, and the
United States. New Haven: Yale University Press.
Tymms, P. (1999). Baseline assessment, value-added and the prediction of reading.
Journal of Research in Reading, 22 (1), 27-36.
Tymms, P., Merrell, C. & Henderson, B. (2000). Baseline Assessment and Progress
during the First Three Years at School. Educational Research and Evaluation, 6 (2), 105-129.
Yin, L., Anderson, R. C., & Zhu, J. (2007). Stages in Chinese Children’s Reading of English
Words. Journal of Educational Psychology, 99 (4), 852-866.
Zhu, H., & Dodd, B. (2000). The phonological acquisition of Putonghua (Modern Standard
Chinese). Journal of Child Language, 27, 3-42.
方金雅、蘇姿云 (2005)。童謠教學對幼兒聲韻覺識影響之研究。高雄師大學報:教育與社
會科學類,19,1-19。
王川銘 (2004)。國民小學義工老師進行專介前輔導模式之行動研究—以一年級注音符號補
救教學為例。屏東師範學院特殊教育學系碩士論文,未出板,屏東。
包龍驤 (2004)。注音符號鍵盤須輸入策略對國小資源班一年級學童注音符號補救教學成效
之研究。國立臺東大學教育研究所碩士論文,未出板,屏東。
吳佩芬 (2002)。注音符號游戲教學之行動研究。國立嘉義大學國民教育研究所碩士論文,
未出板,嘉義。
李慧娥 (2002)。平拼音困難兒童注音符號教學之行動研究—多元知能取向。國立臺北師範
學院特殊教育學系碩士論文,未出板,臺北。
林秀玲 (1993)。輕度智能不足兒童注音符號補救教學效果之研究。國立彰化大學特殊教育
研究所碩士論文,未出版,彰化。
胡永崇 (2001)。小學一年級閱讀障礙學生注音符號學習的相關因素及意義化注音符號教學
成效之研究。屏東師範學院學報,15,101-140。
常雅珍. (2004)。注音符號教學新法「精緻化教學法」教學活動設計。高雄: 高雄
複文。
陳淑麗 (2004)。轉介前介入對原住民閱讀障礙診斷區辦辨效度之研究。國立臺灣師範大學
特殊教育研究所博士論文,未出板,臺北。
陳淑麗,曾世杰 (2005)。唸名速度及注音符號學識在中文閱讀障礙亞型分類上角色—個案
補救教學研究。載於洪麗瑜、王瓊珠、陳長益 (主編),突破學習困難—平量與因應之探討 (頁 179-214)。臺北:心里。
曾世杰、陳淑麗 (2005)。臺東縣低成就兒童補救教學模式整合方案研究。臺東:臺東縣教
育局委託專案結案研究。
曾世杰、陳淑麗 (2007)。注音補救教學對一年級低成就學童的教學成效實驗研究。教育
與心理研究,30 (3),53-77。
曾世杰、陳淑麗、謝燕嬌 (2005) 。注音覺識特驗工具,未出板手稿。
曾世杰、簡淑真、張嫒婷、周蘭芳、連芸伶 (2005)。以早期唸名速度及聲韻覺識預
測中文閱讀與認字:一個追四年的相關研究。國立臺灣師範大學特殊教育學系特殊教育研究學刊,28,123-144 。
游惠美、孟瑛如 (1998) 。電腦輔助教學應用方式對國小低成就兒童注音符號補救學成效之討論。特殊教育與復健學報,6 ,307 – 347。
鐘素鵑 (2003)。注音覺識教學對國小低年及注音符號學習困難兒童之成就之成效分析。國立臺北師範學院國民教育研究所輔導教學碩士班碩士論文,未出板,臺北。