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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
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  • 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.

    Chapter I Introduction 1 Background 1 The Importance of Studying Predictors of Reading 1 Predictors across Languages and Cultures 2 Lack of Instruments in Taiwan 4 Needs for Developing a Composite Instrument 6 An Obvious First Choice: Letter Identification A Solid Second Choice: Phonological Awareness A Reliable Final Choice: Socioeconomic Status Effectively Adapting Instruments for Use in Taiwan Research Purposes and Research Questions 13 Definitions of Terms 16 Chinese and English Phonological Awareness 16 Chinese and English Graphophonemic Knowledge 17 Socioeconomic Status 17 Significance of this Study 18 Chapter II Literature Review 21 The Similarities and Differences between Chinese and English 22 The Properties of Chinese 23 The Properties of English 24 The Relationship Between L1 Learning and L2 Learning 25 Towards a Universal Model of Reading Acquisition 27 Ehri’s Phase Model of English Acquisition 28 Stages in Chinese Reading Acquisition 31 The Case for Universals in Learning to Read 33 The Relationship Between Child-Based Factors in L1 and Reading Acquisition in L2 35 Phonological Awareness 36 The Development of Phonological Awareness Phonological Awareness and Reading across English and Chinese Approaches for Measuring Phonological Awareness Graphophonemic Knowledge in English and Chinese 41 SES and Reading 43 Understanding SES and Its Importance 43 SES and Academic Achievement 45 Approaches to Measuring SES 46 Financial Capital Human Capital Social Capital Chapter III Methodology 49 Pilot Study 50 Gaining Access 50 Questionnaire Trial and Piloting of Instruments 52 Questionnaire Trial Piloting of Instruments Main Study 53 Research Framework 53 Subjects 55 Procedure 56 Research Instruments 58 Student Background Questionnaire 58 English Letter Knowledge Pretest 59 Chinese Phonological Awareness Test 60 Chinese Graphophonemic Knowledge Test 62 English Phonological Awareness Test 62 English Graphophonemic Knowledge Test 63 Data Analysis 64 Chapter IV Results & Discussion 65 Combining Data 65 Descriptive Statistics 70 The Children’s Home Environment 70 Pretest and Posttest Scores 71 Answering the Research Questions 72 Relationships between SES at Time with English Prereading Skills at Time 2 73 Relationships between Chinese Prereading Skills at Time 1 with English Prereading Skills at Time 2 77 Constructing a Model with High Predictive Power 79 Discussion 82 SES and Prereading Skills 82 Child-Based Factors and Prereading Skills 86 Composite Instruments Designed to Predict English Prereading Achievement 87 Chapter V: Conclusion 89 Conclusion 89 Reflections 91 Suggestions 93 References 97 Appendices 107 Appendix A: Research Forms and Instruments 107 Appendix A-1: Waiver of Compensation 107 Appendix A-2: Consent Form 108 Appendix A-3: Student Background/SES Questionnaire 109 Appendix A-4: English Letter Knowledge Pretest 113 Appendix A-5: Chinese Syllable and Onset Deletion Tasks 115 Appendix A-6: Zhuyin Fuhao Knowledge Task 117 Appendix A-7: English Syllable and Onset Deletion Tasks 119 Appendix A-8: English Letter Naming Task 121 Appendix B: Curriculum Framework and Instructional Methods Used for This Study 123 Appendix B-1: Design Methods 123 Appendix B-2: Instruction 126 Appendix B-3: Homework 130 130

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