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1
Walker, Nancy Watkins. "Word study: An interactive approach to word solving." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1630.
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Kang, Cuiping, and 康翠萍. "Phonological awareness and naming speed in good and poor Chinese readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30703803.
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Spraggins, Rosemary A. "The Importance of Vocabulary Development in the Primary Grades." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/312.
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Research indicates a need for upgrading vocabulary development in the elementary school classroom. The purpose of this project is to aid in developing the young child's vocabulary as a foundation for future reading. By means of oral presentations of the children's literature and activities centered on the vocabularies generated by these selections, students will have the opportunity to expand their store of words and meanings.
4
Dai, Yee-wa, and 戴綺華. "The effectiveness of component word acquisition on the first grade students' repertoire of word." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178052.
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研究者透過課堂學習研究(Learning study, Marton, 2001)，探討「部件識字」的成效，及其對學生識字量的影響，以調整現有的小一語文教學內容及教學法，鞏固學生學習語文的根基。研究分析「部件識字」對學生識字量的影響，以及學生的識字能力能否轉移到閱讀層面。
研究以部件識字法配合變易理論進行，研究團隊設計不同教學內容及活動，透過不同策略，強化學生對「部件識字法」的認識，掌握當中的認字技巧，以提高識字能力。過程中，研究團隊先透過學生於識字前測的表現，診斷出學習難點，再定出課堂學習內容及其關鍵特徵，透過共同備課，聚焦地為特定學習內容設計教學活動。進行教學後，再透過後測檢視學生表現，利用有關數據，就學生的識字能力和識字量作量化分析。
研究結果顯示，「部件識字」對提升學生識字量的成效顯著，學生在掌握字詞形、音、義，書寫及應用字詞的能力上均有進步，亦有利學生進行字詞解碼及提前閱讀，以致識字能力能轉移到閱讀層面，有助提升閱讀能力。
Researchers investigated the effectiveness of the “Component Word Acquisition” and its influence on students’ Repertoire of Word through the Learning Study (Marton, 2001), in order to enhance the existing language teaching content and teaching methods; and to consolidate the foundation of students' language learning. The study will analyze the effect of Component Word Acquisition on students’ Repertoire of Word, and whether their abilities of literacy can be transferred to the reading level.
Assisted with the Theory of Variation in addition to Component Word Acquisition, the Research team designed different course contents and activities and a variety of strategies, in order to improve students’ Repertoire of Word and the ability of literacy. Throughout the process, the Research team based on the students’ performance in the literacy ability pre-test to diagnose their difficulties in learning, and then set the learning contents outlines and identified its critical features. Specific teaching activities to the learning content were then tailor-made through collaborative lesson planning. Afterward, the students’ performance was studied through the literacy ability post-test. Data was gathered to perform the quantitative analysis on students’ Repertoire of Word and their abilities of literacy.
The study results show that the “Component Word Acquisition” is remarkable to enhance students' Repertoire of Word, and improve their abilities of understanding the words’ forms, pronunciations and meanings, as well as words writing and application. This is also beneficial to students on word decoding, so that their abilities of literacy can be transferred to the reading level and thus to enhance their reading abilitiespublished_or_final_version
Education
Master
Master of Education
5
Tan, Li-hua, and 陳麗華. "Primary school students' thinking processes when posing mathematical word problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962592.
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MacDougall, Lisa Kathryn Denham. "Building spelling concepts through word study." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.
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Li, Fu-ming Baldwin, and 李富明. "Using diagrams to solve word problems involving percentage in primary six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35676802.
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Weisleder, Pedro 1959. "COMPARATIVE INTELLIGIBILITY FUNCTIONS AND SOME NORMATIVE DATA OF FOUR SPANISH WORD RECOGNITION ABILITY LISTS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276520.
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The investigator evaluated a commercially available Spanish word recognition ability test. The material consists of four lists of fifty bisyllabic tetraphonemic Spanish words available from Auditec of St. Louis as: "Spanish speech discrimination lists 1-4". Interlist equivalence, word difficulty, speaker's intelligibility, and P/I functions' slopes were investigated. Taped lists were presented to 16 normal hearing native Spanish speaking adults at four presentation levels. Statistical analysis indicated that the intelligibility of list three is significantly different than the other lists at the.05 level. At the low presentation levels, subjects of Mexican origin obtained better scores than subjects of other nationalities. The P/I functions' slope (4.3%) was comparable to that obtained by investigators of English tests. Most frequently missed words have as common denominators: presence of the /s/ sound, and are words that retain their meaning even after deletion of final /s/. Talker's speech intelligibility was judged to be very clear.
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Lee, Sai-ho, and 李世豪. "Recognition of components of Chinese characters by Hong Kong student =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3764791X.
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Weedon, Elisabet. "Word problems in primary mathematics : types of difficulties experienced by some 'average' eight and nine year olds, and the effect of manipulating selected structural variables." Thesis, University of Stirling, 1991. http://hdl.handle.net/1893/2137.
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This project investigates primary 4 children's difficulties when solving word problems. It consists of an exploratory study examining the feasibility of using task-based interviews in the school setting; and a main study divided into three phases. The tasks set to the children are selected/adapted word problems from SPNG textbook Stage 2. Phase 1 investigates the difficulties of forty "average" primary 4 children from five different schools. Task-based interviews are used in conjunction with an error analysis. Phase 2 makes structural alterations to six of the most difficult Phase 1 word problems to investigate more closely the possible cause of difficulty. These altered word problems are re-presented to the Phase 1 sample. The original problems are not re-presented to this sample as the task-based interviews allowed for considerable practice of these original problems. Phase 3 took place a year later than Phase 2 and presents the structurally altered word problems alongside the original problems to a different, but similar sample. This sample consists of 126 children from the five schools participating during Phase 1/2. It is suggested that the findings do not support the view that a small unvarying number of variables consistently affect problem difficulty. Rather the sources of difficulty are likely to stem from a number of highly complex interacting sources; and the language itself need not be the block it sometimes appears to be. Informal strategies were evidently important for a significant minority of children, particularly in relation to subtraction problems. This seems well worth investigating further. The use of these strategies suggested that the language of the word problem could be understood when the child could link it to his/her informal strategies. Also, given simpler numbers, the semantic implications of the problem could often be mastered.
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Lui, Hoi-sin, and 呂凱茜. "The use of picture book teaching to enhance the reading motivation and Chinese character recognition ability of primary onestudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368465.
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The main purpose of this research is to investigate the effect of the picture book teaching method on reading motivation and basic reading literacy (word recognition) of primary first grade students. This research is going to analyze the effect of picture book on primary first grade students according to the basic reading literacy (word recognition) under a tailor-made reading curriculum. The pre-test and post-test of reading comprehension will be given to P.1 students before and after the intervention. The researcher will compare the result of the pre-test and post-test of reading comprehension in order to assess the effective of the picture book teaching method. Questionnaires and interviews will be held before and after the picture book curriculum so as to explore the impact of the picture book teaching method on students’ interest of reading picture book.
本研究主要目的在於探究圖畫書閱讀教學對學生閱讀動機和閱讀識字能力的影響。本研究從校本設計的圖畫書閱讀課程中，分析圖畫書對低年級學生在閱讀理解第一個層次---識字能力上的成效；以純文字篇章之閱讀理解和圖畫書作讀本之閱讀理解作前後測，比較學生前後測的分數，評估圖畫書閱讀教學的成效；再輔以問卷及訪談訪問學生，進一步瞭解圖畫書教學課程對學生閱讀圖畫書的興趣之影響。published_or_final_version
Education
Master
Master of Education
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林少霞 and Siu-ha Lam. "A study of the learning of the structure of composition of Chinese characters in primary 1 pupils =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30213332.
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DuBois, Kristi Allyn. "The importance of phonological practice and other strategies for vocabulary recall and comprehension." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4275.
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This study looks at English as a Second Language (ESL) students• use of vocabulary learning strategies and whether use of specific strategies is related to success in vocabulary recall and comprehension tests. The primary part of the study focuses on the hypothesis that phonological practice with new words will aid long-term recall and comprehension of these words. An empirical experiment with an experimental and control group was designed to test this hypothesis. The secondary section of the study discusses how often subjects reported using the vocabulary learning strategies categorized by Rebecca Oxford in Language Learning Strategies: What Every Teacher Should Know. In addition, it researches possible correlations between use of these strategies, and scores on subsequent vocabulary recall and comprehension tests. Finally, this study describes how a representative group of students actually apply specific strategies to their vocabulary learning.
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Raoano, Malesela Joel. "Improving learners Mathematics problem solving skills and strategies in the intermediate phase : a case study of primary school in Lebopo Circuit." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1761.
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Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016.The purpose of this study was to examine learners’ mathematical word problem solving skills and strategies in Intermediate Phase. The study was prompted by Grade 6 learners’ poor performance in the cognitive area, non-routine mathematical word problems, as revealed in Annual National Assessment reports of 2011, 2012, 2013 and 2014. The study followed action research collaborative method involving 26 Grade 6 learners and their mathematics educator. The school is a rural primary school categorised under quintile two. Problem solving theory by Polya (1957) guided the study in answering three research questions: What are the challenges faced by Grade 6 learners in solving word problems? What are Grade 6 learners’ strategies in solving word problems? How can learners’ problem solving skills and strategies focusing on word problems be improved? Data were collected in a routine structured process: pre-intervention phase, intervention phase and post-intervention phase. Analysis was made through the development of a system of categorisation of learners’ responses. The four principles of problem solving by Polya (1957) namely, the way learners understand the problem, how they devise the plan, how they carry out the plan and the manner in which they look back guided the analysis. The findings of the study revealed that the strategies introduced assisted learners in making sense of the word problems and finally proceeding towards an adequate solution. It was also found out that the learners lacked the ability to read with understanding; the problem being their lack of competence in the language of learning and teaching. The skills which learners also lacked when solving word problems were identified as arithmetic skills and reflective skills.
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Huang, Ching-chih Christine. "The relationship between the use of graphophonic strategy and the success in English vocabulary learning for Chinese students." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4324.
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For Chinese EFL learners, the skill of vocabulary learning is one of the most essential elements in their English learning process. Many Chinese students transfer their familiar character-learning strategies, which include shape identification and rote memorization, in their English word-learning process. As a result, they may spend time and effort associating the shape, the sound, and the meaning of an English word before they learn and memorize it. Since they do not take advantage of the correspondence between the print and the sound, their vocabulary-learning process seems to be less effective.
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Lin, Li-ching. "Teaching English Grapheme-Phoneme Correspondences to Chinese Students." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5027.
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This study investigates whether or not instruction of English graphophonic correspondences, i.e., the link between letters and sounds, will help Chinese students in learning English vocabulary. Following other related research, I assume that Chinese students can benefit from instruction of English grapheme-phoneme correspondences in learning English words. If this assumption is true, there should be a statistically significant difference between students who have instruction of English graphophonic correspondences for learning English words and students who do not. 1. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will recall more English words on a short-term vocabulary test immediately after a vocabulary learning session than will the students who have been given only the lessons in pronunciation. 2. Chinese students who have been given lessons in both pronunciation and grapheme-phoneme correspondences will also recall more English words on a long-term vocabulary test two weeks after a vocabulary learning session than will the students who have been given ~ the lessons in pronunciation. Two groups of students who are in their second year of a junior college in Taiwan participated in this study. The control group was given the normal English course and pronunciation course which did not include the instruction of any letter-sound relationships. The experimental group was given not only the normal English course and pronunciation practice but also instruction in English graphophonic correspondences. This research examined whether or not the students given explicit instruction in English graphophonic correspondences had better performance on both short-term and long-term vocabulary recall tests after the special instruction. The experimental group recalled more words on both short-term and long-term vocabulary recall tests. Moreover, they behaved differently across time depending on which group they were in: The experimental group's performance continued to progress over time while the control group's performance fluctuated across time. The data collected during the experiment support both hypotheses.
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Caver, Mary E. "A study of the efficacy of a word processor on the creative writing done by fourth grade students." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/393.
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Tam, Yuen Pik Vyonne. "The use of English 'be' and 'have' in the interlanguage of Hong Kong primary school students." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/566.
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Middleweek, Fiona. "A study of the word reading and comprehension skills of children speaking English as an additional language : exploring the relationship between lexical knowledge and skilled reading." Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669718.
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Grillo, Kelly J. "An investigation of the effects of using digital flash cards to increase biology vocabulary knowledge in high school students with learning disabilities." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4907.
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The field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to failure due not to a lack of understanding biology but the vocabulary associated with the content. In an attempt to impact high school students with learning disabilities'success in biology, a vocabulary intervention was investigated. Research suggests as more and more content is compressed into science courses, teachers are looking toward technology to assist with vocabulary mastery. The current research study examined the effects of a digital flash card intervention, Study Stack, versus a paper flash card intervention in biology for students with LD by measuring students'word knowledge and overall biology course achievement. Findings from repeated measures ANOVA showed a statistically significant increase on both the vocabulary assessment as well as the course grades in biology over time. However, the test of between effects considering card type yielded no differential change on vocabulary assessment and course grades in biology. Based on qualitative data, students interviewed liked the tool and found it to be helpful in learning biology terminology.ID: 030423499; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 212-221).
Ph.D.
Doctorate
Education
21
Yeung, Pui-sze, and 楊佩詩. "Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35726787.
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Pérez, Mercedes. "Patterns of invented spelling in Spanish." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2209.
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This study proposes to examine the invented spelling patterns that Spanish speaking children create in their writing. Their writing samples were then transcribed and each word was categorized as either conventional or an invented spelling.
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"中文快速構形學習的存在及其受語音重編碼的影響." 2012. http://library.cuhk.edu.hk/record=b5549336.
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快速構形學習（fast orthographic learning）是指在閱讀中遇到一個生字或生詞少數幾次後，這個字或詞的構形表征就能初步形成。目前，尚無研究試圖檢測中文構形學習，更無研究通過實驗操作的方式檢查語音重編碼（這一對英文構形學習最為重要的因素）對中文構形學習的影響。本研究以快速構形學習為切入點進行了三項研究。研究一（預實驗和實驗一）根據Share （1999）的範式編制了中文快速構形學習測驗，並使用這一測驗證實了二/三年級的兒童已具有快速構形學習的能力；研究二則通過實驗操作考察語音重編碼是否影響快速構形學習的成績。閱讀能力匹配的兒童被置於不同的學習情境下。某些學習情境下語音重編碼的傾向通過實驗操作被抑制，另一些學習情境下則可以正常進行語音重編碼。對比不同情境下的構形學習成績就可以證明語音重編碼對構形學習的影響。依照這一邏輯，實驗二和實驗三發現形聲字的構形學習受到語音重編碼的正面影響，而實驗四和實驗五則發現非形聲字的構形學習不受語音重編碼的正面影響；實驗六將形聲字和非形聲字放在同一實驗中考察，重複了實驗二至五的結果。研究三則採用培訓實驗進一步重複或檢驗第二部分的結果。在實驗七至十中，兒童或者學習目標假聲旁的語音（與目標形聲字一致的語音或者與目標形聲字不一致的語音），或者學習目標假聲旁的語義，或者抄寫目標假聲旁，或者僅觀察目標假聲旁（控制方案）。然後他們在相同的情境下學習含有目標假聲旁的形聲字。通過對比不同組別的快速構形學習成績，結果發現，除抄寫外，語音重編碼和部件的語義信息對構形學習沒有影響。根據三個研究最終得出以下結論：二三年級的學生已經具備快速構形學習能力；語音重編碼對形聲字的構形學習有一定影響，但影響不大，且只發生在目標形聲字含有熟悉的聲旁時；語音重編碼對半規則形聲字和非形聲字的構形學習沒有影響；抄寫對構形學習有明顯的促進作用。根據三個研究最終得出以下結論：二三年級的學生已經具備快速構形學習能力；語音重編碼並非影響構形學習的核心因素，只對含有熟悉聲旁的形聲字的構形學習有影響，對半規則形聲字和非形聲字的構形學習沒有影響；語義信息對構形學習沒有影響，抄寫對構形學習有明顯的促進作用。我們提出“構形學習自足假說，建議研究者重點研究正字法意識對構形學習的影響。Fast orthographic learning (FOL) means that an orthographic representation of a word can be learned incidentally after minimal exposure. Up to now, no research has explored the existence of FOL in Chinese. One reason is that it is difficult to create a test of orthographic learning ability. The present research, which includes three studies, was an attempt to investigate FOL in Chinese and the contributing factors of FOL. Study 1 adopted the experimental paradigm of Share (1999) and developed a new FOL test to obtain evidence of FOL among Chinese Grade 2 and 3 students. Study 2 explored whether or not phonological recoding can impact on FOL of both phonetic and non-phonetic compound characters with manipulations that minimized phonological recoding. The experimental and the control groups were exposed to some target pseudo-characters with and without concurrent articulation, respectively. Comparison of FOL obtained by different groups indicated that phonological recoding affected FOL of regular phonetic compound characters, but the effect was small; phonological recoding did not affect FOL of non-phonetic compound characters. Study 3 re-examined the results of Study 2 and explored the effect of semantic information and handwriting on FOL. In different training programs, students learned the pronunciation or the meaning of target pseudo-radicals, or write or look at them a number of times. Then students learned target pseudo-characters containing the target pseudo-radicals in the same condition. The effects of phonological recoding, semantic information and handwriting were evaluated by comparing FOL of the target pseudo-characters. The results indicated that phonological recoding affected FOL of neither regular phonetic compound characters containing unfamiliar phonetics nor semi-regular phonetic compound characters. Besides, handwriting had a significant positive effect on FOL. These results indicated that phonological recoding is not a substantial contributing factor of FOL. Other contributing factors, such as handwriting and semantic information, need further investigation. We proposed the "orthographic learning self- sufficient hypothesis", which suggests that the core contributing factor of FOL is orthographic awareness.
Detailed summary in vernacular field only.
劉永廣.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 111-116)
Abstracts in Chinese and English.
Liu Yongguang.
Chapter 第一章 --- 研究背景 --- p.12
Chapter 1 --- 構形表征與構形學習 --- p.12
Chapter 1.1 --- 構形表征的存在 --- p.12
Chapter 1.2 --- 構形學習：一個漸進的過程 --- p.15
Chapter 2 --- 快速構形學習 --- p.16
Chapter 2.1 --- 快速構形學習的操作性定義 --- p.16
Chapter 2.1.1 --- 快速構形學習測驗 --- p.16
Chapter 2.1.2 --- 快速構形學習測驗的重要性 --- p.19
Chapter 3 --- 語音重編碼對構形學習的影響 --- p.20
Chapter 3.1 --- 這一問題的理論化--“自我教學假設 --- p.20
Chapter 3.2 --- 理論爭議：基於項目還是基於發展階段？ --- p.21
Chapter 3.3 --- 相關實驗證據 --- p.23
Chapter 3.4 --- 語音重編碼之外：詞彙知識，正字法意識，語義以及書寫 --- p.26
Chapter 4 --- 構形表征和構形學習的提出對閱讀習得研究的貢獻 --- p.28
Chapter 5 --- 中文相關研究現狀 --- p.29
Chapter 5.1 --- 中文正字法系統概況 --- p.29
Chapter 5.2 --- 中文形音對應規則：規則性效應和一致性效應 --- p.30
Chapter 5.2.1 --- 形聲字的規則性和一致性 --- p.30
Chapter 5.2.2 --- 兒童對形音對應規則的掌握和使用 --- p.32
Chapter 6 --- 本研究的問題提出和研究邏輯 --- p.35
Chapter 6.1 --- 本研究的問題提出 --- p.35
Chapter 6.1.1 --- 中文快速構形學習測驗的編制 --- p.35
Chapter 6.1.2 --- 為何以語音重編碼為研究重點 --- p.37
Chapter 6.1.3 --- 非形聲字的構形學習 --- p.39
Chapter 6.1.4 --- 漢字的語音重編碼 --- p.40
Chapter 6.1.5 --- 為何以二、三年級學生為研究對象 --- p.40
Chapter 6.1.6 --- 附帶考察的兩個研究問題 --- p.41
Chapter 6.2 --- 本研究的邏輯 --- p.41
Chapter 第二章 --- 研究一 中文構形學習測驗的編制及對快速構形學習現象的檢驗 --- p.43
預實驗 --- p.43
實驗一 --- p.45
Chapter 第三章 --- 研究二 語音重編碼對快速構形學習的影響（1） --- p.56
實驗二 --- p.56
實驗三 --- p.62
實驗四 --- p.66
實驗五 --- p.69
實驗六 --- p.72
Chapter 第四章 --- 研究三 語音重編碼對快速構形學習的影響（2） --- p.77
實驗七 --- p.78
實驗八 --- p.84
實驗九 --- p.86
實驗十 --- p.90
Chapter 第五章 --- 總體討論 --- p.94
問題一：快速構形學習是否存在？ --- p.94
快速構形學習測驗的編制 --- p.94
問題二：語音重編碼是否中文快速構形學習的關鍵影響因素？ --- p.96
問題三：快速構形學習能力與其他背景變量是否有關係？ --- p.98
問題四：語義信息和抄寫是否對構形學習有影響？ --- p.100
構形學習自足假說 --- p.101
視覺詞彙學習：形音義三要素的互動 --- p.103
中文閱讀習得能力的發展 --- p.104
本研究的貢獻 --- p.105
不足以及研究展望 --- p.105
Chapter 附錄一 --- 形音匹配遊戲A --- p.107
Chapter 附錄二 --- 實驗一中作為閱讀材料的短文例子 --- p.108
Chapter 附錄三 --- 語義培訓方案的電腦呈現方式 --- p.109
Chapter 附錄四 --- 主要術語中英文對照表 --- p.110
參考文獻 --- p.111
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Po-Wei, Hsu, and 許珀瑋. "A Study of Word Recognition Teaching with LAYAR Augmented Reality." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/68556349385823352193.
Full textAbstract:
碩士國立新竹教育大學
人力資源與數位學習科技研究所
104
Recently, Chinese words have been one of the main topics in Chinese teaching with the trend of Chinese learning around the world.Chinese words structures, including the radicals, the components, and the strokes, have their specific meanings, which are important elements while learning Chinese. During the teaching of Chinese words, recognizing Chinese words is a crucial process. Although the picture of the evolution of Chinese words is commonly seen in textbooks and often assisted with many multimedia teaching materials for Chinese words recognition in elementary schools, few of them focus on the word structures. Components among Chinese words contain not only the word development streams but different meanings. Thus, this study attempts to reinforce the relationship among different components with technological tools. The present study aims at designing the words recognition contents, including the radicals, the components, and the strokes with LAYAR AR. The picture recognition function in LAYAR was used to strengthen the presentation of Chinese words, and the corresponding meanings were then connected. 75 words in three categories, which are oracle bone script, pictorial, creative words, were firstly developed by referencing pictographs, self-explanatory words, and associative compounds word-creating rules. After viewing by five experts, the words were revised and added to 85 words in total. Five words in each categories were selected by five experts, and the word cards were made according to the 15 representative words. 25 participants were higher grade students from two elementary schools in Hsinchu. The experiment was an one-on-one activity. Each students needs to choose one word from each category to experience the inquiry of word recognition. That is, every pupil learned three words after the experiment.The operating processes were observed, also, the participants finished questionnaires and had an interview after the experiment, which was a mechanism to realize the situation while they were learning with the material. The results showed that: 1) The AR system helped the students improve the inquiry of the relationship among the radicals, the components, and the strokes. 2) Oracle bone script, pictorial, creative words were created based on three word-creating rules, such as referencing pictographs, self-explanatory words, and associative compounds. When comparing different interactions among the words, students reacted intuitively as the pictographs rule was referenced; showing with stories, self-explanatory words rule could lead and make the students comprehend Chinese more effectively than the other two rules; students had difficulties to deal with the words, such as to get confused when they met the words with similar shapes because associative compounds deliver abstract meanings, which made it hard for the students to realize the words. 3) The students had positive attitude toward LAYAR AR in the Chinese inquiry process. The results were expected to be used as reference when designing different technological Chinese recognition learning materials.
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FAN, YU-TZU, and 范祐慈. "A Study of Word Recognition Effectiveness of Word Recognition Difficulties Students by Analysing Word Recognition Teaching Materials at Language Sphere Objective in the New Special Education Syllabuses." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/80281975276879498304.
Full textAbstract:
碩士國立新竹教育大學
特殊教育學系碩士班
102
The purposes of this study are explore that Word Recognition Effectiveness of Word Recognition Difficulties Students by Analysing Word Recognition Teaching Materials at Language Sphere Objective in the New Special Education Syllabuses, purposive sampling, the researcher taught elementary school in Miaoli County ○○ eight Word Recognition Difficulties disabled students as the experimental group, and Miaoli County ○○ elemetary school of eight Word Recognition Difficulties disabled students as a control group, a total of sixteen students for the study, collected "the front groups - posttest experimental design" of quasi-experimental research design method. According to this study, variable was the amount of Word Recognition Difficulties and Word Recognition Difficulties correct rate "grades Chinese Word Recognition Difficulties scale", the proceeds of the financing will be quantitative data to and dependent sample t test for independent samples t test for examination. The research and teaching activities of the interview recorded after the experimental group of students and instructors, as a qualitative understanding of the effect of auxiliary teaching information. Base on the results of the research, the conclusions are summarized as follows: 1. "Word Recognition Difficulties materials involved in teaching activities" can increase the number of Word Recognition Difficulties 2. the "Word Recognition Difficulties materials involved in teaching activities" can enhance the correct rate of Word Recognition Difficulties 3. the students that joined the Word Recognition Difficulties materials involved in teaching activities to make more positive feedback 4. the teachers that joined the Word Recognition Difficulties materials involved in teaching activities Word Recognition Difficulties tutors involved in teaching activities to make more positive feedback
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Chiu, Ming-hsiu, and 邱明秀. "The Study on the Effect of Word Recognition Teaching by Colored Radicals for Elementary-School Students with Word Recognition Difficulties." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/jqr73t.
Full textAbstract:
碩士中原大學
教育研究所
92
The study on the effect of word recognition teaching by colored radicals for elementary-school students with word recognition difficulties Ming-hsiu Chiu Abstract The purpose of this study was to explore the effect of instructional method by teaching colored radicals to elementary students with word recognition difficulties. In addition, teaching colored radicals was compared with Chinese Stem-Deriving Instruction (CSDI in short) to see which method would lead to better effect on students’ ability of word-phonia, word-form, and word meaning. The research method adopted in this study was alternating treatment design of single subject research including base line stage (1 week),alternating stage(3 weeks),best stage(1 week) and maintenance stage(1 week).The subjects of this experiment were 3 third-grade students who had word recognition difficulties in normal class. The study used CSDI and Colored Radicals Instruction (CRI in short) alternatively in the alternating stage for 3 weeks and then tested the students immediately on word-phonia, word-form and word-meaning, in order to compare the immediate effects of two instructional methods. Further, the better instruction which scored higher would be chosen to teach students in best stage. Finally, maintenance stage would record students’ test result without any instructions. During the both alternating and the best stages, the short-term maintenance effects would be measured by testing the students of each class on the next class. In the end, the long-term maintenance effects would also be measured on the maintenance stage. The data analysis were indicated by charts and visual analysis method to explain the effect of these two instructions. The finding of this study were;(1)CSDI did make good immediate effect on word-meaning test, but not on maintenance;(2)Colored radicals instruction did make good effect both on immediate effect and maintenance effect, especially on the word-meaning test;(3)CSDI was a better instructional method than CRI on word-phonia test, but CRI was a better instructional method than CSDI on word-meaning test.
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張淑蘋. "The Study on Word Recognition Ability and Reading Comprehension Ability of the Second-grade students in primary schools with Word Recognition Difficulties." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/48717908013332590557.
Full textAbstract:
碩士國立新竹教育大學
特殊教育學系碩士班
102
The major purposes of the study was to understand and compare the relevant between word recognition ability and reading comprehension for high grade and low grade students in second year of primary school; moreover, the influences of gender is also considered within the study. The study was targeting on second year primary students in Hsinchu County from the 100th academic year, which has 5884 samples. All students participated in a basic elementary literacy and reading abilities screening test and the test score below PR25 were defined as “word recognition difficulties”. According to the rules as mentioned before, screen out of the 5884 samples in order to get 1352 samples. The statistical methods of frequency distributions, importance-performance analysis（IPA）, Pearson Correlation, Structural Equation Modeling were used to analyze the valid data to understand the performance, correlation and predictive power between word recognition and reading comprehension ability. The main findings were as follows: 1.The factors that cause poor word recognition are varied for low graders. On reading ability, they are strong on the semantic comprehension, but poor on summarization. On the other hand, high graders perform well on word recognition. Content comprehension is their strength regarding to reading ability; however, they are weak on summarization. 2.The word recognition difficulties students, regarding to the relationship between word recognition and reading comprehension, “phonetic coding” and “inferential comprehension” were significant correlation. There was significant correlation between “word identification” and “content comprehension” for the high grade word recognition students. 3.There is a predictive power of .64 for word recognition and reading ability for students with word recognition difficulties. However, semantic coding has a better predictive power within word recognition ability. On the other hand, inferential comprehension has a highest predictive power with the reading ability field. 4.The ratio between male and female is 3:2 for students with word recognition difficulties; moreover, female students are better than male students on both word recognition and reading abilities. Furthermore, females have a better understanding on word identification than males. Within the reading comprehension’s ability, females are strong in content comprehension, but males have a better understanding in semantic comprehension. The results of this study provide suggestions for future education and studies that help educator and special education researchers.
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Thring, Shelley Marion. "The effect of three-strategy remedial teaching for word recognition, comprehension, and fluency of a post primary reader with reading difficulty." 2004. http://hdl.handle.net/1828/743.
Full textAbstract:
A single-case research design was used to test the effectiveness of combining three
instructional strategies to improve the word recognition, reading comprehension, and
reading fluency of one post-primary child with a history of reading difficulty. The
strategies selected, phonological decoding, metacognitive thinking, and rehearsal were
shown throughout the literature to be effective on their own and in various combinations
for supporting children with reading difficulty. The ten-year old female subject was given
instruction in using these strategies in an intensive 1 : 1 setting. The subject met with a
Research Assistant for three, 1-1 54 hour sessions each week over a ten week period.
Prior to collecting baseline data, pre-testing was conducted using standardized
instruments, the Wechsler Individual Achievement Test 11 (2002) and the Slosson Oral
Reading Test (1 963) and a non-standardized instrument, the Classroom Reading
Inventory (Silvaroli, 1982). Graded word lists and passages taken from the Diagnostic
Reading Program, an inventory prepared for the Alberta Ministry of Education, Student
Evaluation Branch (1 986) were used to assess the subject's skills in word recognition,
comprehension, and fluency.
During Session #9, the intervention, a combination of phonological decoding,
metacognitive thinking, and rehearsal strategies were taught prior to testing and data
collection. At Session #15, the intervention was applied to comprehension. Although data
was collected for fluency scores throughout the study, the intervention was not directly
applied to this variable. Post testing revealed the subject's word recognition and
comprehension skills improved after the intervention was introduced, demonstrated by
the generally positive trend on the multiple baseline whereas fluency scores actually
dropped as she slowed her reading down to use the strategies for decoding unknown
words. The quantitative data collected during post-testing with the WIAT I1 indicates an
increase in percentile and age level scores that the subject's scores in word recognition
(13%, 1 year), comprehension (57%, 4.4 years), and pseudoword decoding (lo%, 1 year)
and scores on the SORT demonstrate a grade level equivalent growth of 1.2 years.
Qualitative data in form of daily field notes by the Research Assistant signifl an
overall positive change in the subject's view of herself as a reader. The strategies gave
her more confidence, she abandoned her key strategy of guessing in favor of
metacognitive thinking and decoding strategies, and focused on meaning, all of which
contributed to higher post-testing scores for word recognition and in particular,
comprehension as well as generally positive trends in baselines. After the study was
completed, the subject was observed by her classroom teacher to have improved her
performance and participation in the reading program and most significantly, was
presenting a more positive and enthusiastic attitude toward reading.
It is acknowledged by the researcher that although provision of intensive 1 : 1
instruction in the use of reading strategies is not always feasible for schools attempting to
provide quality instruction and programming for students with a wide range of abilities,
these strategies, when applied, can significantly improve the word recognition and
reading comprehension skills of a post-primary student with a history of reading
dificulty although they caused a reduction in reading fluency scores.
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Huei-Chun, Pan, and 潘慧君. "Study of the impact of radical word-recognition remedial teaching on the word-recognition capability of four underprivileged grade-two students in Taitung County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/3cj27j.
Full textAbstract:
碩士國立臺東大學
幼兒教育學系碩士班
98
The researcher teaches in an elementary school in Taitung County. Due to seeing the importance of “word-recognition teaching” for grade 1 and 2 elementary school students, and the current status of Taiwan elementary school’s word-recognition teaching being distributed, in view of the distributed word-recognition teaching environment stresses on the text-based learning method, which lacks structural and systematic learning for students’ word-recognition teaching. Therefore, the underprivileged students who have lower accomplishments in language learning cannot effectively master the principle and concept of word composition, and their word-recognition increasing volume is slower. The radical word-recognition teaching is therefore applied to assist in the word-recognition capability for the class’ underprivileged students. The purpose of this study is to explore the impact of radical word-recognition remedial teaching on underprivileged elementary school students’ word-recognition learning. The study adopts A-B-A withdrawal design, a single subject experimental design. The study subjects are the four underprivileged grade 2 students with lower accomplishment in language capability in Taitung County. The vocabulary learning progress for the first semester language field of grade 2 refers to the related radical recognition learning content from the teacher’ manual in the Chinese field, Han-Lin version, and Jian Shu-Jhen’s (2007) word –recognition report of reading learning and teaching material in assisting underprivileged kindergarten children and Wang Zhi-Cheng’s (2002) Fun radicals. The implementation of the domestic “Cooperation program-After class assistance” and systematic word-recognition teaching radical classification will allow students to effectively learn more frequently used Chinese words. The study’s major result findings are as follows: 1. After the intervention of radical word-recognition remedial teaching, there is an immediate enhancement and reservation effect for underprivileged students in the performance of “dictation” test learning efficiency. 2. After the intervention of radical word-recognition remedial teaching, there is an immediate enhancement and reservation effect for underprivileged students in the performance of “shape and radical matching” test learning efficiency. 3. After the intervention of radical word-recognition remedial teaching, there is an immediate enhancement and reservation effect for underprivileged students in the performance of “phonics” test learning efficiency. 4. After the intervention of radical word-recognition remedial teaching, there is an immediate enhancement and reservation effect for underprivileged students in the performance of “building phrases with words” test learning efficiency. Finally, the researcher summarized the study result, analyzed the study restriction, and proposed recommendations for the future studies.
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Hsu, Chia-Ken, and 許嘉肯. "The Teaching Effects of Radical Recognition Strategy on Word Recognition: A Case Study of Elementary School Student with Intellectual Disability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/32563223104055113082.
Full textAbstract:
碩士國立臺東大學
進修部暑期特教碩士班
104
The purpose of this study was to investigate the effects of radical recognition strategy on word recognition for elementary school students with intellectual disability. The study was conducted by using an A-B-A’ withdrawal design of the single subject. One third-grader with intellectual disability was recruited and taught for four consecutive weeks with four teaching periods (each for 40 minutes) each week. Learning effectiveness tests designed by the researcher were administered during the baseline phase, the intervention phase, and the maintenance phase respectively. Then the data, including the total scores of learning effectiveness test and three scores from “choose to fill”, “listen to write”, and “read to pronounce” sections, was analyzed by using visual analysis and C statistics. Also, in the end of the study, the subject’s parents and teachers were interviewed to explore their attitudes toward and viewpoints on the effectiveness of radical recognition strategy. The results of this study were summarized as follows: 1. The radical teaching strategy had significantly immediate effects on improving the student’s overall word recognition performance, especially on the “choose to fill”, “listen to write”, and “read to pronounce” sections. 2. The maintenance effects of radical teaching strategy were also found on the student’s overall word recognition performance and the three sections mentioned above. 3. To the student’s parents and teachers, radical teaching strategy was helpful in improving the student’s word recognition performances. Finally, based on the findings of the present study, suggestions for future research and several pedagogical implications were provided.
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Lu, Ming-Hsieh, and 呂明協. "A study of Effects of Chinese Scripture-reading on word Recognition and Attention of Primary Grade Children." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/44720633969594192749.
Full textAbstract:
碩士致遠管理學院
教育研究所
95
This study is to ascertain “the effects of Chinese scripture-reading on word recognition and attention of primary grade Children”. The subjects were sampled the primary grade children of two small-sized elementary schools, with six classes each, located in Yun-Lin County. “Word Recognition Form for Intermediate Grade Students” and “Multidirectional Attention Test” are administered to collect data before and after experiment. The data was is not only processed with the basic statistics but also analyzed and compared by t-test and one way ANCOVA. This study is analyzed and discussed according to relevant literatures, the questionnaires and the results of the form and the test mentioned above. The obtained conclusion is shown as follows： 1.Compared with the traditional teaching, Chinese scripture-reading to primary grade students has a great learning effect on Chinese word recognition. 2.In terms of “Multidirectional Attention”, the of Chinese scripture-reading to primary grade students has no significant effect on optional attention, compared with the traditional teaching. 3.In terms of “Multidirectional Attention”, the of Chinese scripture-reading to primary grade students has no significant effect on separating attention, compared with the traditional teaching. 4.In terms of “Multidirectional Attention”, the of Chinese scripture-reading to primary grade students has significant effect on constant attention, compared with the traditional teaching. 5.In terms of “Multidirectional Attention”, the of Chinese scripture-reading to primary grade students has no significant effect on overall attention, compared with the traditional teaching. Based on the final results, it proposes some suggestions for the educational practice and provides with researched several recommendations concerning reference, with Chinese scripture-reading teaching in the future.
32
Higgins, Kellie Elizabeth. "Orthographic specific visual processes during word recognition in developmental dyslexia: an event-related potential study." Thesis, 2006. http://hdl.handle.net/2152/2723.
Full text
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OU, YI-CHUN, and 歐怡君. "An Experimental Study of Sustained Silent Reading on Primary Grade Students’ Word Recognition, Reading Fluency and Reading Motivation." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/07135141200399011180.
Full textAbstract:
碩士國立屏東教育大學
教育視導與評鑑碩士學位學程
102
The purpose of this study was to explore the effect of sustained silent reading on primary grade students’ word recognition, reading fluency and reading motivation. Using the quasi-experiment design, two first grade classes from a primary school in Kaohsiung City were chosen. One of the classes “composed of twenty-four pupils” was the experimental group. They did sustained silent reading in place of raditional reading instruction. The other class “composed of twenty-five pupils” was the control group. They recieved traditional reading instruction. The experiment lasted fourteen weeks, to analyze the score difference of the “Primary Assessments for Instruction in Reading” , the “Sight Word Fluency Test ” , and the “Reading Motivation Scale” and the family backgrounds. The results of the study indicated : 1. Sustained silent reading is superior to traditional reading instruction in primary grade students’ word recognition. 2. After the end of the study, the two groups did not have obvious differences in the Sight Word Fluency Test. 3. Sustained silent reading is superior to traditional reading instruction in primary grade students’ reading motivation. 4.The different family backgrounds of the student in the experimental group, like the mother's education level, the father's professional background and their respective socioeconomic status had a significant impact on students’ word recognition. 5.The student in inexperimental group whose parents have university degrees demonstrated a significantly higher accuracy in reading fluency. 6. The student in experimental group whose parents have lower education level showed a greater increase in reading motivation. 7. The student in experimental group whose mother are housewives were superior to other pupils in reading motivation.
34
Chou, Jui-Chien, and 周瑞倩. "A study on the Development of Word Recognition Teaching Materials Through Frequent Redicals For Students With Reading Disabilities." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/04527964563748529792.
Full textAbstract:
碩士國立臺東大學
教育研究所
92
A study on the Development of Word Recognition Teaching Materials Through Frequent Redicals For Students With Reading Disabilities Author:Chou Jui Chien Abstract Reading is the basic skill for students to acquire knowledge, and complicated reading activity development includes two major parts：word recognition and comprehension. However, word recognition is the foundation of reading comprehension. As the first-line teaching members of special education, when facing reading disabilities with word recognition difficulties, we are trying with all our heart to find them a key of wisdom, to open a window of teaching for them. We are eager to develop various teaching methods and materials. All these have only one aim-to help them out of a difficult position. The thesis"The Effectiveness of Chinese Stem-Deriving Instruction on Elementary Students with Severely Word-Recognition Difficulties”by Lu, mei-chuan(2000) has made some suggestions to encourage studies on teaching application. This thesis is based on her suggestions and focus on analysis of Chinese frequent characters and radicals, and keeping on a study on follow-up word recognition teaching. In accordance with the word recognition difficulties of children with reading disabilities, researcher has chosen the redicals of elementary school’s vocabulary teaching as a studying point. The researcher tried to develop a word recognition teaching material of frequent radicals, and evaluated whether this teaching material is suitable for students with word recognition difficulties in reading disabilities or not. Rrsearcher further evaluated the results when the material was applied to two students with word recognition difficulties in reading disabilities. Rrsearcher wanted to see how the two students improved in realization, dictation and recognition after they obtained the radical-word recognition teaching. Then the researcher discussed next academic year’s “moving effect” of vocabulary’s radicals, this was to examine how good the word recognition teaching material is, whether it is suitable for children with reading disabilities. The results showed clearly that the two students, regardless their on-different grades in Chinese, compared to their classmates, were making apparent progress in definition, pronunciation and morphological feature of radical learning. And this trend existed even in the range they hadn’t been taught. This proved the learning effectiveness of the teaching material of word recognition through frequent radicals. keywords：reading disabilities, word recognition, frequent radicals
35
LEE, CHING-MEI, and 李清美. "The Study on Word Recognition Teaching by Pictographic Learning for Students with Mild Intellectual Disabilities in Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/gr6wcp.
Full textAbstract:
碩士中華科技大學
經營管理研究所
104
Abstract This study aims to design curricula of word recognition by pictographic learning through the conjunction of pictures and characters, discuss its application to elementary school students with Mild Mental Retardation, and its impact on their capability of word recognition as well as their interest of learning. In the pictographic learning curricula that we designed in the current study, we used pictures as the medium. Instructors led learners to express word concepts through pictures, incorporating pictures and words so as to internalize words by pictures. Subsequently, once the words are mentioned afterwards, their associated images or concepts will readily emerge. The study was administered in the Resource classes in an elementary school in Keeleng City. It consisted of 2 students. In contrast, another class which did not was selected as the control group. In the middle of the study, a self-designed test was given to students after each class so as to detect how much they comprehended in each class. After class, we administered interviews with students and their homeroom teachers with their interest of learning. By so doing, we assessed students’ interest of learning and in-class performance. In addition, a contrast analysis between the experimental and control groups with respect to the results of the final word recognition test was carried out to evaluate the effect of word recognition by pictographic learning. The results revealed several findings. First, students accomplished in-class pictographic-learning assignment smoothly. Furthermore, they obtained stable, high scores in the word recognition test. This indicated that students learned steadily and effectively in each pictographic learning class. Second, the project produced an effect on word recognition as a whole, morphological structure, and semantic knowledge in the experimental group, in contrast to the control group. It also helped students write more neatly and more accurately, increase their word power, and boost their general academic performance. Third, students were highly motivated and intrigued to learn using the pictographic approach. It led to the positive and active effect on Mandarin Chinese low-achieving second-grade students regarding their interest of learning. Key words: First graders, Students with Mild Mental Retardation, pictographic learning, word recognition teaching
36
HUNG, SHU-HUI, and 洪淑惠. "A Study of Word Recognition Teaching in First Learning Stage Mandarin Textbooks by Grade 1-9 Curriculum Guidelines." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/77541309619561157451.
Full textAbstract:
碩士國立臺中教育大學
語文教育學系碩博士班
102
The purpose of this thesis is to examine Mandarin textbooks in the first learning stage of 2012 academic year according to the Grade 1-9 Curriculum Guidelines on 2008. The objects of the study are elementary Mandarin textbooks published by Nan-i, Kang Hsuan, and Han Lin. The researcher surveys the numbers and the proportion of the common new words, the structure of the new words and word recognition teaching methods in the Mandarin textbooks by literature research and content analysis. And the purpose of this thesis is to inspect if the results of the study are conform to the word recognition and word handwriting competence indicators of Grade 1-9 Curriculum Guidelines. The results of this study are: 1. Analysis of the common new words: There are 614 common new words in Han Lin Mandarin textbooks, which is the highest of all the three versions. There are 591 common new words in Kang Hsuan Mandarin textbooks. There are 560 common new words in Nan-i Mandarin textbooks. 2. Analysis of the structure of the new words: There is a large number of pictorial characters in Mandarin textbooks of first learning stage like pictograph, compound pictograph and ideograph. 3. Analysis of word recognition teaching methods: There are Chinese radical recognition instruction, Chinese radical instruction, the instruction of learning vocabulary by visualization, pictophonetic characters teaching and the radical-group-text teaching in three versions. Han Lin Mandarin textbook is the version that with the most kinds of word recognition teaching methods in three versions. Finally, according to the results of the study, the researcher tries to propose suggestions for education authorities, textbook editors, teachers and further researchers.
37
Chan, Wan Ju, and 詹琬如. "Study on Effect of Interactive Whiteboard Based Teaching of Character Recognition on Elementary School Grade 2 Students’ Word Identification." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/zjh6m8.
Full textAbstract:
碩士康寧大學
數位應用研究所
105
Interactive Whiteboard serves for teachers’ design and application of instructional media. By Interactive Whiteboard, students more directly interact with teaching materials. With multiple digital instructional materials and online resources, content of courses are presented diversely. It results in instructional environment of high degree of interaction among teachers, students and instructional content. It enhances learning attraction and indirectly strengthens students’ learning motivation. This study aims to explore effect of Interactive Whiteboard based Teaching of Character Recognition on elementary school Grade 2 students’ word identification. Research design is based on A-B-A experimental design of single subject design. Quantitative data obtained are analyzed by visual analysis and C statistics. Qualitative data are “action research” oriented. By cycle of “action, reflection, modification and re-action”, it solves the problems on the site of teaching. Through multimethod such as observation and reflection journal in research, interview with students and text analysis, the researcher collects data of different sources as comparison to obtain effect on students’ learning. Research conclusions are shown below: (1) Intervention of Interactive Whiteboard based Teaching of Character Recognition does not improve phonetic activation. (2) Intervention of Interactive Whiteboard based Teaching of Character Recognition does not improve character recognition. (3) Intervention of Interactive Whiteboard based Teaching of Character Recognition does not improve semantic decoding competence.
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Penchaliah, Sylvie. "Young children's intuitive solution strategies for multiplication and division word problems in a problem-centered approach." Thesis, 1997. http://hdl.handle.net/10413/3399.
Full textAbstract:
The intention of this research was to gather and document qualitative data regarding young children's intuitive solution strategies with regard to multiplication and division word problems. In 1994, nineteen pupils from the Junior Primary Phase (i.e. Grade 1 and Grade 2), from a Durban school participated in this study, in which the instruction was generally compatible with the principles of the Problem-Centered mathematics approach proposed by Human et al (1993) and Murray et al (1992; 1993). Its basic premise is that learning is a social as well as an individual activity. The researcher's pragmatic framework has been greatly influenced by the views of Human et al (1993) and Murray et al (1992; 1993), on Socio-Constructivism and Problem-Centered mathematics. Ten problem structures, five in multiplication and five in division which were adopted from research carried out by Mulligan (1992), were presented to the pupils to solve. The children were observed while solving the problems and probing questions were asked to obtain information about their solution strategies. From an indepth analysis of the children's solution strategies conclusions on the following issues were drawn: 1. the relationship between the semantic structure of the word problems and the children's intuitive strategies, and 2. the intuitive models used by the children to solve these problems. The following major conclusions were drawn from the evidence: 1. Of the sample, 76% were able to solve the ten problem structures using a range of strategies without having received any formal instruction on these concepts and related algorithms. 2. There were few differences in the children's performance between the multiplication and division word problems, with the exception of the Factor problem type for the Grade 2 Higher Ability pupils. 3. The semantic structure of the problems had a greater impact on the children's choice of strategies than on their performance, with the exception of the Factor problems. 4. The children used a number of intuitive models. For multiplication, three models were identified, i.e. repeated addition, array, cartesian product with and without many-to-many correspondence. For division, four models were identified, i.e. sharing one-by-one, building-up (additive), building-down (subtractive), and a model for sub-dividing wholes.Thesis (M.Ed.) - University of Durban-Westville, 1997
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Barbour, Ross Patrick. "Spoken word recognition as a function of lexical knowledge and language proficiency level in adult ESL learners." Thesis, 1995. http://hdl.handle.net/2429/8743.
Full textAbstract:
This study assesses the usefulness of Marsien-Wilson’s (1989, 1987; Marsien
Wilson & Welsh, 1978) cohort model of spoken (first language) word recognition as a
method of explaining the high-speed, on-line processes involved in recognizing spoken
words while listening to a second language. Two important assumptions of the model
are: 1) syntactic and semantic properties of mental lexical entries can function to-facilitate
spoken word recognition and 2) spoken word recognition is a function of the
frequency of exposure to words in the general language environment. These
assumptions were tested in three functionally defined levels of language proficiency:
Native Speakers of English, Fluent Users of ESL, and Advanced learners of ESL. Their
performance was compared on a reading cloze test and a spoken-word recognition task
in which there were five different levels of contextual richness prior to a target word,
and two levels of word frequency.
The cloze results indicated that the three groups differed in their general English
proficiency. Congruent with the cohort model, there was a significant overall effect of
sentence context and word frequency on recognition latency. Despite the difference in
cloze scores and immersion experience between the two ESL groups, there were no
reliable differences in their recognition latencies or latency profiles across sentence
contexts or across word frequency. There was an interaction of ESL group, word
frequency, and sentence context. This may be due to a reorganization of rules used
during processing or a restructuring of lexical knowledge. There was also an
interesting non-linear relationship between recognition latency and language immersion
time. Spoken word recognition speed decreased in the early immersion experience, and
then increased with further exposure.
There was a significant difference in overall mean recognition latency between
the Native and the ESL speakers, with the ESL subjects responding on average 98 msec
slower than the Native Speakers. However, there were no significant differences in the
way Native Speakers and the ESL subjects used sentence context. In contrast with the
comparison across the sentential contexts, there was a significant difference in the
recognition profiles of the Native English speakers and the ESL subjects across word
frequency.
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TU, YI-YUAN, and 涂一園. "Children Read And Pass the Teaching Material And Lower Grade of the Primary School Comparative Study of the Textbook New Word." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/89624892237720436026.
Full textAbstract:
碩士國立臺中教育大學
語文教育學系碩博士班
102
Children read and pass the teaching material and lower grade of the primary school Comparative study of the textbook new word Summary This research aims at discussing teaching material and new word quantity and word of the textbook of the childish ignorance frequently, The research approach is content analytic approach, with " disciple's rule " of the ancient childish ignorance teaching material, " Three Character Primer ", " One Hundred Family Name Primer ", the new word of " One Thousand Character Primer " and 101 study the NA YI authorized through Ministry of Education in year, the first of edition mandarin of Kang Xuan, member of HAN LIN is a research object to the new word of the fourth textbook, it contrast ' more than nine lesson key link ' on Ministry of Education, ' word summary statement ' frequently and ｢Become literate quantity handle principle ', canvass and compare with every edition the intersection of primary school and the intersection of mandarin and the intersection of new word and quantity, occurrence number, stroke of a Chinese character, the intersection of word and distribution, situation that new word combine frequently of textbook. The result of income of this research is as follows: First, new word amount 1. Textbook: Three lower grade textbooks which publishing houses edits practise the writing amount, accord with ' nine key links of lesson seven ' for first stage Practise and write the regulation of the quantity. 2. ' new word amount of " disciple's rule ", " Three Character Primer ", " One Hundred Family Name Primer ", the new word of " One Thousand Character Primer " new word quantity of combining is 1489 words, it is not the forefathers State 2000 words; Stipulate with ' nine key links of lesson seven ' the second stage practises and writes the quantity 1500- 1800 standard of word is returned difference 11 words. If in addition, " disciple's rule " has 1639 words, reach one grade of becoming literate amount of middle age. 3. " disciple's rule ", " Three Character Primer ", " One Hundred Family Name Primer ", the new word of " One Thousand Character Primer " match the new word of textbook of a lower grade of edition in the NA YI, new word of total 1931; Match the new word of textbook of a lower grade of of Kang Xuan ,new word have 1970 word; Collocate the intersection of member of HAN LIN and the intersection of new word and the intersection of total and 1965 word of edition, exceed the intersection of middle age and grade, become literate the intersection of quantity and standard. Second, word are analyzed frequently 1. Textbook: The NA YI edition practise, write only 699 word in the intersection of word and 2818 serial number frequently, fewer than one word still, The member of Kang Xuan and HAN LIN edition accords with the regulation. 2. " disciple's rule ", " Three Character Primer ", " One Hundred Family Name Primer ", the new word of " One Thousand Character Primer ": The new word is the highest with " Three Character Primer " 89.8% in the proportion of the word frequently less than 2818; 89.2% of " disciple's rule " is slightly low; " One Thousand Character Primer " 83%; 74% of " One Hundred Family Name Primer " is the lowest. ' " disciple's rule ", " Three Character Primer ", " One Hundred Family Name Primer ", the new word of " One Thousand Character Primer " are formed The new word after shutting, it is 1273 words in the number of the word frequently less than 2818, accounts for 77.7% of all new word 1639 words, namely what is nearly 4/5 of the new words are reading 99% of coverage rate is less than 2818 frequently of everyday character. Third, stroke 1. Textbook: The stroke of a Chinese character of new word of the lower grade textbook of every edition is counted in 1-15 rate of rowing, a edition in the NA YI is 91%; Kang Xuan is 91.3%; The member of HAN LIN edition is 91.6%. 2. " disciple's rule ", " Three Character Primer ", " One Hundred Family Name Primer ", the new word of " One Thousand Character Primer ": The stroke of a Chinese haracter is counted in 1-15 rate of rowing, " disciple's rule " is 87.4%; " Three Character Primer " is 87%; " One Hundred Family Name Primer " is that 85.8% ,of the " One Thousand Character Primer " is 85.3%. Finally, and then put forward the suggestion according to the result of this research, in order to person who regards as educational unit of Chinese, teaching, textbook editor person, reading through educating, reference of education and future researcher at home. Key word: Textbook, childish ignorance teaching material, new word, word frequently, read classic
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LI, YI-FANG, and 李宜芳. "The Study on Word Recognition Teaching by Pictographic Learning for Second Graders of Low Achievement in Chinese-Mandarin in Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/31948431618892648929.
Full textAbstract:
碩士國立臺灣藝術大學
藝術與人文教學研究所
102
Abstract This study aims to design curricula of word recognition by pictographic learning through the conjunction of pictures and characters, discuss its application to Mandarin Chinese low-achieving second-graders in elementary school, and its impact on their capability of word recognition as well as their interest of learning. In the pictographic learning curricula that we designed in the current study, we used pictures as the medium. Instructors led learners to express word concepts through pictures, incorporating pictures and words so as to internalize words by pictures. Subsequently, once the words are mentioned afterwards, their associated images or concepts will readily emerge. The study was administered in the name of word recognition remedial instruction in an elementary school in New Taipei City. The subjects were 45 Mandarin Chinese low-achieving students in the second grade. The class which received the remedial instruction served as the experimental group. They consisted of 34 students. In contrast, another class which did not was selected as the control group. The control group comprised 11 students. In the middle of the study, a self-designed test was given to students after each class so as to detect how much they comprehended in each class. After class, we administered interviews with students and their homeroom teachers with their interest of learning. By so doing, we assessed students’ interest of learning and in-class performance. In addition, a contrast analysis between the experimental and control groups with respect to the results of the final word recognition test was carried out to evaluate the effect of word recognition by pictographic learning. The results revealed several findings. First, students accomplished in-class pictographic-learning assignment smoothly. Furthermore, they obtained stable, high scores in the word recognition test. This indicated that students learned steadily and effectively in each pictographic learning class. Second, the project produced an effect on word recognition as a whole, morphological structure, and semantic knowledge in the experimental group, in contrast to the control group. It also helped students write more neatly and more accurately, increase their word power, and boost their general academic performance. Third, students were highly motivated and intrigued to learn using the pictographic approach. It led to the positive and active effect on Mandarin Chinese low-achieving second-grade students regarding their interest of learning. Key words: Second graders, low achievement in Chinese-mandarin, pictographic learning, word recognition teaching
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Chiang, Ming-Chu, and 江明珠. "A Study of Relationship among Family Reading Environment , Chinese Phonetic Symbol Ability and Quantity of Word Recognition for Primary Grade Students in Elementary Schools." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/40559713657506677472.
Full textAbstract:
碩士育達科技大學
資訊管理所
103
National reading power represents the national competitiveness; hence, many countries are actively cultivating children’s reading ability, facilitating students to acquire knowledge and ability in the course of reading for sustainable learning. The importance of reading ability is obvious. Word recognition is the basis of reading comprehension. The elementary school Mandarin textbooks begin with the teaching of word recognition, which shows that word recognition plays a key role in the course of reading. Moreover, Chinese phonetic symbol is the bridge between Chinese characters and character pronunciation. In order to lay a good foundation for the word recognition ability, the ability to use Chinese phonetic symbols is also the key factor. Family is the initial place for children’s learning. Developing the habit of reading depends on parents. Therefore, this study incorporated family reading environment into the category of research. This study aims to discuss the family reading environment of elementary school primary grade students, as well as the relationship between ability to use Chinese phonetic symbols and quantity of word recognition. The subjects were 260 elementary school primary grade students in Gongguan Elementary School of Miaoli County, and their parents. A questionnaire survey and a test were conducted. The research tools included the “Questionnaire on family reading environment of elementary school primary grade students” and the “Test on quantity of word recognition evaluation”. The data were analyzed with descriptive statistics, t test, one-way ANOVA, and Pearson product-moment correlation. The findings are as follows: 1. The family reading environment of elementary school primary grade students is good, but for some students, there is a significant difference between the ability to use Chinese phonetic symbols and quantity of word recognition. 2. The family reading environment of elementary school primary grade students differs significantly due to family’s socio-economic status and family types. 3. The ability to use Chinese phonetic symbols of elementary school primary grade students differs significantly due to children’s ranking in family, family’s socio-economic status and family types. 4. The quantity of word recognition of elementary school primary grade students differs significantly due to gender and family’s socio-economic status. 5. The family reading environment of elementary school primary grade students has a significantly positive correlation with the ability to use Chinese phonetic symbols and quantity of word recognition. Based on the research results, it is suggested that parents should make good use of the method of borrowing books to enrich the family reading resources. Thus, children may be actively and willingly close to books, feeling the joy brought by reading. Aimed at primary grade students who have the difficulty in learning Chinese phonetic symbols or word recognition, it is suggested that teachers should apply the appropriate teaching strategies, combine the life experience and cooperate with the appropriate teaching materials to enhance students’ Chinese phonetic ability. Meanwhile, according to students’ word recognition ability, teachers should select appropriate out-of-class reading materials, so that students with low academic achievements can also be fond of reading to lay the foundation for learning.
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Sung, Hui-Chen, and 宋慧珍. "A Study on the Effect of Applying ‘Chinese Character Formation Matching Game’ APP to Word Recognition Teaching of Third Graders in Elementary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/51918426707162046187.
Full textAbstract:
碩士中華大學
資訊工程學系碩士班
103
ABSTRACT Chinese language is ideogram and the key of word recognition is morphological structure. Pictographic learning through the conjunction of pictures and characters is helpful for learning of the morphological structure of Chinese character. Furthermore, it also helps comprehension of the literal meaning. By the way, for being forward in digital technology, many educational scholars keep their eyes on game-based digital learning. For improving the effort of learning, they promote game-based digital learning that cleverly transfers the fun of playing into motivation of learning and player’s autonomy into active learning. Therefore, a couple of educational scholars advocate the game-based digital learning. The purpose of this thesis is that Chinese character-formation principle should be applied to word recognition teaching of third grade through game-based digital learning in elementary school, and then the learning will be evaluated including achievements, motivation, satisfactory, self-efficacy and cognitive demands. In this research, The App digital game of ‘Chinese character formation matching game’ which was designed by researcher’s own should be not only for fun but also for word recognition by matching picture and Chinese character. For evaluating the learning outcome of the App digital game, the research adopted quasi-experimental design. There are fifty-three third-graders who were distributed into two groups at the elementary school where the researcher work for teaching. One is experimental group and another is control group. The experimental group adopted the App digital game of ‘Chinese Character Formation Matching game’ and be taught to learn the contents of the game while the control group adopted the methods of teaching nowadays. The results revealed that the learning achievements of experimental group is superior to the control group. Besides, through analysis of questionnaire surveys, using the App digital game of ‘Chinese Character Formation Matching game’ not only made positive enhancements on learning motivation, satisfactory and self-efficacy but also caused higher cognitive demands than control group, although the higher cognitive demands means more working memories on learning word recognition at experimental group. As a whole, the game-based digital learning by the game of ‘Chinese Character Formation Matching game’ is more effective than the methods of teaching nowadays in motivation, satisfactory and self-efficacy of learning word recognition.
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Chang, Wei-Chen, and 張維真. "A Case Study of the Effectiveness of Nursery-Rhymes-Illustration Combining with Semantic Component Teaching toward an Elementary School Student with Word Recognition Difficulty." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/19290402621630859408.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
92
Abstract The purpose of this study was to investigate the effectiveness of nursery-rhymes-illustration combining with semantic component teaching (NRICSCT) toward a third-grade elementary LD student with word recognition difficulty in Kaohsiung, Taiwan, R.O.C. The instrument included NRICSCT, word recognition questionnaire in Chinese, learning attitude questionnaire of word recognition, WISC-III, Peabody and so on. The researcher implemented the single subject research design with an “Alternating Treatment Design”; she collected and analyzed the subject’s evaluation effect in the immediate, weekly review and maintaining phases. The experiment procedures were based on A-B-C research design including the baseline phase (A), alternative teaching treatments (NRICSCT, general word recognition), evaluating the effectiveness of those two teaching treatments (B), and the maintaining phase (C). The findings were concluded as follow: 1.The immediate phase: The effectiveness of NRICSCT was better than general word recognition in the word recognition performance of the subject. 2.The weekly review phase: The results of the evaluation was showed that NRICSCT was better than general word recognition weekly review phase in the word recognition, word-identifying with context clues and dictating. The general word recognition teaching was better than NRICSCT weekly review in the word recognition, word-identifying and lexicon-making. 3.The maintaining phase: Comparing with the baseline phase, NRICSCT was better than general word recognition maintaining phase for the subject. Comparing with the intervention phase, the general word recognition teaching was better than NRICSCT maintaining phase. 4.Different assessment phases: The immediate effect was more better than the weekly review effect and the maintain effect. 5.Different assessment methods: The subject performed the best in the word-identifying with context clues among four assessment methods. 6.Error type analysis: In intervention phase, two word-recognition teachings had different error types. But, both of word-recognition teachings had similar error types in maintaining phase and baseline phase. 7.Learning attitude questionnaire of word recognition: The subject had better performance in reading motivation, word-recognition comprehension and shorten memory through NRICSCT. According to the results above, the researcher provided some recommendations to the further relevant studies and other researcher about various teaching strategies for students with word recognition difficulty.
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yi-wen, Pan, and 潘怡文. "The Study of Effects on Textbook Reading Sound and Symbol Classification Teaching Method for Word Recognition for Elementary School Senior Grade General Class Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/65121551600511382527.
Full textAbstract:
碩士國立花蓮師範學院
語文科教學碩士班
93
Abstract The objective of this study is to discuss the effects of different word recognition teaching on the word recognition learning of elementary school senior grade general class students. The subjects were 64 sixth grade students from two classes of an elementary school in Jhunghe City. They received “textbook reading sound and symbol classification teaching method for word recognition” and “dispersed word recognition teaching method” respectively for 51 sessions in 17 weeks. The research tools included “Chinese word recognition scale” and self-developed “Word recognition test for elementary school senior grade students”. The data were analyzed with two-way ANOVA to analyze the word recognition learning of students in different teaching groups and of different genders (2×2), as well as the error types and response ratios of “Chinese character fill in the blanks”, “pronunciation fill in the blank”, “error correcting test”, “phrase-making test” in the “Word recognition test for elementary school senior grade students”. The results are as the following: 1. In general, “textbook reading sound and symbol classification teaching method for word recognition” prevailed over the “dispersed word recognition teaching method” in terms of the instant and retaining effects to elementary school senior grade students in word recognition. The “textbook reading sound and symbol classification teaching method for word recognition” prevailed over the “dispersed word recognition teaching method” in terms of the results in the “Chinese word recognition scale”. 2. In terms of genders, male and female students showed no significant difference in the instant post-test and retaining test of the “Word recognition test for elementary school senior grade students” and “Chinese word recognition scale”. 3. In terms of classification effect, the “textbook reading sound and symbol classification teaching method for word recognition” prevailed over the “dispersed word recognition teaching method” in both “Chinese word recognition scale” and “Word recognition test for elementary school senior grade students”. 4. Both groups showed the highest error ratios in the “correct side based on sound and incorrect side based on form” in the “Chinese character fill in the blanks” of “Word recognition test for elementary school senior grade students”. 5. Both groups showed the highest error ratios in the “similar pronunciation” in the “pronunciation fill in the blanks” of “Word recognition test for elementary school senior grade students”. 6. Both groups showed the highest error ratios in the “correct side based on sound and incorrect side based on form” in the “error correcting test” of “Word recognition test for elementary school senior grade students”. 7. Both groups showed the highest error ratios in the “similar pronunciation” in the “phrase-making test” of “Word recognition test for elementary school senior grade students”. Keywords: elementary school, word recognition teaching, form and pronunciation-based character, sound symbol, form symbol, Chinese language textbook
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CHENG, WEN-YING, and 鄭玟瑛. "An Action Research about Teaching Poem Recitation by Chanting before Class on the Fourth Graders' Word Recognition and Academic Achievement- A Case Study of an Elementary School in New Taipei City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/987zas.
Full textAbstract:
碩士中華大學
資訊管理學系
106
The main purpose of this study was to understand the effectiveness of the ability of the fourth graders' academic achievement, reading comprehension and word recognition by teaching poem recitation by chanting before class. The researcher adopted two methods including experimental research and action research. This action research was based on 25 students of the fourth graders (including 13 male students and 12 female students) from a class of an elementary school in New Taipei City. It was evaluated by Bloom’s “cognitive theory” and Dell’s “learning pyramid” theory and used four phases and eleven actions. Program 1. (a1. background explanation, a2. content exploration, a3. word and sound interpretation, a4. chanting, a5. cross-domain integration). Program 2. To deepen the impression (b1. to transcribe, b2. to recite, b3. to paint). Program 3. Combining creativity (c1. imitation, c2. creation). Program 4. Post-class assessment. In addition, based on the above four stages, the researcher used the educational action research cycle process as the research framework (Cai Qingtian, 2000) to increase students’ cognition and understanding of poetry. The first cycle was experimental research (reflection during the initial action), and the second cycle was action research (re-reflection after the initial action). In the end, the students integrated their studies to create their talents and create their own poems. For the experimental research method, the results of the issues to be discussed were summarized as follows: 1.It was positively related that the relationship between the implementation of teaching poem recitation by chanting before class and the literacy score on the “Chinese Character Recognition Scale”. 2. It was positively related that the relationship between the performance of Chinese language ability and the scores of the fourth graders at the elementary school. 3. It was also positively related that the relationship between the performance of reading and reading before the implementation of the class. 4. The results of the action research method were also positively related to the cross-use of the practical research method and the action research method. After three stages of teaching, chanting before class, impression and creation, students became more interested in poetry teaching and concentrated. In the end, “creative poetry” was the most effective. Therefore, teaching poem recitation by chanting before class could be used as a reference for teachers in the field of language teaching in the future. Keywords: teaching poem recitation by chanting before class、chanting teaching、Chinese language ability、the ability of word recognition、reading comprehension、action research
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"香港小學中文識字等級量表的建構和驗證." 2012. http://library.cuhk.edu.hk/record=b5549353.
Full textAbstract:
背景識字是每個孩子進入閱讀世界、學習知識和文化的重要途徑。能夠在小學階段對孩子的識字能力進行適時的評估，當有助前線語文教育工作者設計適切的識字教學，並為支援讀寫困難孩子提供重要的參照依據。目前，對小學生基本常用漢字做全面的認讀情況的分析和實證探討的研究尚不多見，本港至今亦沒有一個具常模參照的標準化中文識字量表可供一線教師使用。鑒於此，我們擬以香港最為廣泛採用的六套小學課文為基礎重新建構一套“香港教學漢字字庫，期望依此編制出一套適用於小學一年級至六年級且有常模參照依據的標準化《香港小學中文識字等級量表》供小學前線語文教學工作者使用，為未來支援讀寫困難學生的篩選工作、考量學生的識字能力的發展提供重要的評估工具。
發展程序及結果
建立《香港小學中文識字等級量表》共分爲五個階段。
第一階段：對香港教學漢字數據庫所收錄的3941個漢字做文本分析，通過對比香港已有的三套數據庫以及每個字在六套教材中首次出現的年級水平的眾數來決定每個字的教學年級水平，最終有3033個字被劃分出教學年級水平並被歸類編排到14個年級分字表中。我們統計每個年級的字表的生字量，發現一至六年級所要學習的生字量分別為：530,646,686,563,389,219。
第二階段：將14個年級生字表分別施測于香港小學一年級至六年級，每個年級的學生只需完成一套同等年級水平的生字表，結果發現小一至小六的學生對每個年級的生字的認識率已達到半數以上，生字識字量水平為：311，423，438，337，206，116。
第三階段：建構中文識字等級量表和閱讀流暢度測驗。首先，我們根據每個字在該年級學生中的通過率確定每個字在該年級的難度水平(L1-L5)。為了保證所抽取的字在年級內和年級之間存在難度梯度，我們將從一至六級字庫中的L3層和L4層抽取20個目標字。另外，在一級字庫的L2層和六級字庫的L5層分別再抽取10個字和20個字，共計150個字，將識字量表建構成一個有八個等級梯度的量表，包括兩個平行版本。此外，我們也基于該教學漢字字庫建構了兩套各包含200字的閱讀流暢度測驗作爲与識字等級量表相互驗證的效度指標，200字來源於一至四級字庫的L1層，每層抽取50字。
第四階段：將識字等級量表及其平行版本以及相關效標（新構建的兩個閱讀流暢度測驗和臺灣黃秀霜版中文年級識字量表）施測於香港12所不同等級的小學一至六年級，共計2056名學生。結果顯示，(1)識字等級量表內部一致性信度較高(alpha=.98)。(2)我們基于此次正式施測所獲得的識字能力的分布建構了識字等級量表的年級常模和年齡發展常模。(3)基于傳統的經典測量理論的項目分析以及項目反映理論的分析均發現，識字等級量表難度適宜，相比臺灣黃秀霜版的中文年級識字量表在項目的字頻分布、平均通過率、IRT難度參數這幾個指標上都有更清晰的等級梯度，更適合推廣至香港小學的一綫語文教學。(4)該量表可有效偵測到隨著年齡或年級的增長而發展的識字能力的變化、有效地預測學生在校語文綜合成績。
第五階段：爲了進一步驗證識字等級量表的效度，我們在另一項閱讀困難研究項目中加入了該量表，以檢驗識字等級量表對閱讀困難兒童的鑒別。結果發現，該量表能有效地區別閱讀困難學生和普通學生在識字方面的差異。更重要的是，我們發現香港識字等級量表的常模對於香港小學生而言更具參照性。
結論
本研究基於香港小學教學漢字字庫所構建的中文識字等級量表是一套可靠、有效地反映學生識字能力的個體差異及其發展變化的工具。我們同時建構了小一至小六的年級常模和年齡常模，為前線語文教師提供了一個瞭解學生識字差异的簡便操作的評估工具，具有重要的教學參照價值。
Background
Word identification is increasingly recognized to be a prerequisite for each child to acquire knowledge and culture in a colorful reading world. A valid assessment of a child’s word identification is very important for literacy instruction and evaluation. It also helps identifying children with literacy difficulties at an early stage because word identification is an important indicator of literacy difficulties. Existing measures of Chinese character identification are with limitations in several aspects. For example, some scales are designed for primary school children of low grades only. Also, most of the scales are of restricted use and can only be administered by professional educational psychologists or speech therapists. There has not been one standardized Chinese character identification scale with local norms for the use of Hong Kong primary school teachers. The present research attempted to construct a standardized Chinese character identification scale with local norms for primary school children based on a database of Hong Kong Chinese primary school texts. The Hong Kong Graded Chinese Character Identification Test (HKGCCIT) will offer teachers an assessment tool to assess the word recognition level of their students. The assessment result will help teachers identify at-risk readers and plan for instruction and remediation.
Methods and Results
There were five phases in the development of the HKGCCIT.
In the first phase, a database of 3033 Chinese characters was constructed based on six widely used primary texts in Hong Kong. Difficulty level of each character was determined through a series of procedures. The numbers of characters in each grade were 530, 646, 686, 563, 389, and 219 respectively.
In the second phase, the graded-characters were divided into 14 forms and were tried out with primary school children in several schools. It was found that the number of character successfully recognized by half of the tested students in each grade was 311, 423, 437, 337, 206 and 115, respectively.
The third phase was the construction phase of the HKGCCIT. First, we divided the database into six sub-databases and determined the difficulty level (L1-L5) of each character in the corresponding grade based on the passing rate. To ensure within-grade and between-grade difficulty levels of the selected characters, we separately randomly sampled 20 characters from L3 (passing rate: 40%-60%) and L4 (passing rate: 20%-40%) in the six sub-databases. In addition, we selected 10 characters from L2 in the grade-one sub-database and 20 characters from L5 in the grade-six sub-database. Thus, the HKGCCIT, with two parallel forms, was constructed as a graded scale with 150 characters and eight difficulty levels in total. Additionally, two forms of a reading fluency test with 200 characters were also developed to measure character reading fluency for six grades in this phase.
In the formal testing phase (i.e., phase 4), letters were sent to more than 100 schools for participation in the current study. Twelve schools from three bandings were selected to join the study. A total of 2056 students from grade-one to grade-six were tested. Two forms of the HKGCCIT and related validity measurements (i.e., two forms of reading fluency test, Taiwan Chinese Character Recognition Test) were administered. The results showed that: (1) The HKGCCIT had high internal consistency reliability coefficient (alpha=.98). (2) Grade and age development norms were constructed and the related percentile conversion tables and standardized-score conversion tables were created. (3) Item analysis based on classic testing theory and item response theory suggested that the HKGCCIT has moderate difficulty. Comparing with the Taiwan Chinese Character Recognition Test developed by Huang (2001), HKGCCIT has better fit on character frequency distribution, passing rate and IRT difficulty parameters. (4) It is an effective indicator of a child’s word identification achievement level and is highly correlated with the child’s Chinese language achievement in school.
In the validation phase (i.e., phase 5), some students with reading difficulties and average students from another study were tested by the HKGCCIT. The results showed that two groups with different reading levels demonstrated significant difference on the HKGCCIT. More importantly, we found that the norm of the HKGCCIT, in comparison to the Taiwan Chinese Character Recognition Test provides more accurate reference scores for Hong Kong students.
Conclusion
The HKCCIT, developed on the basis of a corpus of Hong Kong Chinese primary school texts, is a reliable and valid assessment tool of Chinese character identification achievement of Hong Kong primary school children. Local norms from grade-one to grade-six were established. It should be an easy assessment tool to identify at-risk readers and plan for instruction and remediation.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
伍秋萍.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 120-125).
Abstracts in Chinese and English.
Wu Qiuping.
Chapter 第一章 --- 引言 --- p.6
Chapter 第二章 --- 識字的理論基礎及其相關研究的回顧 --- p.10
Chapter 2.1 --- 識字的重要性：識字的發展及其與閱讀的關係 --- p.10
Chapter 2.2 --- 識字的重要性：現實教學對基本識字量的要求 --- p.12
Chapter 2.3 --- 識字能力的理論構念及其操作定義 --- p.15
Chapter 2.4 --- 識字能力的心理測量 --- p.20
Chapter 2.5 --- 本研究的編制目的 --- p.29
Chapter 第三章 --- 測量理論及其編制框架 --- p.31
Chapter 3.1 --- 編制量表的一般程序 --- p.31
Chapter 3.2 --- 常用的項目抽樣範式的比較 --- p.32
Chapter 3.3 --- 項目反應理論原理及其在閱讀測量中的應用 --- p.33
Chapter 3.4 --- 信效度評價基礎：經典測量理論 --- p.37
Chapter 3.5 --- 本研究的編制框架 --- p.43
Chapter 第四章 --- 階段1:建構全港教學漢字字庫和編排年級生字表 --- p.45
Chapter 4.1 --- 香港小學常用字字庫 --- p.45
Chapter 4.2 --- 香港教學漢字資料庫的建構 --- p.46
Chapter 4.3 --- 小學年級建議學習生字表 --- p.46
Chapter 第五章 --- 階段2：年級生字表在香港小學一至六年級的認讀率調查 --- p.48
Chapter 5.1 --- 調查目的 --- p.48
Chapter 5.2 --- 研究對象 --- p.48
Chapter 5.3 --- 測量工具 --- p.48
Chapter 5.4 --- 調查結果 --- p.49
Chapter 第六章 --- 階段3：識字等級量表和閱讀流暢度測驗的建構与預試 --- p.51
Chapter 6.1 --- 識字等級量表的設計 --- p.51
Chapter 6.2 --- 教學漢字的15套字集 --- p.54
Chapter 6.3 --- 閱讀流暢度測試 --- p.55
Chapter 6.4 --- 量表在香港普通小學的預試 --- p.56
Chapter 第七章 --- 階段4.1：量表正式施測的標準化程序 --- p.58
Chapter 7.1 --- 常模抽樣 --- p.58
Chapter 7.2 --- 測量工具及其測試卷的編排 --- p.61
Chapter 7.3 --- 施測程序的設計 --- p.61
Chapter 7.4 --- 施測人員的培訓與分工 --- p.62
Chapter 7.5 --- 施測場地和測試文具的預備 --- p.63
Chapter 7.6 --- 施測程序的具體實施及其注意事項 --- p.64
Chapter 第八章 --- 階段4.2：量表正式施測的結果與常模建構 --- p.66
Chapter 8.1 --- 研究對象的人口統計學信息 --- p.66
Chapter 8.2 --- 識字等級量表的項目特徵 --- p.66
Chapter 8.3 --- 識字等級量表的記分方法的調整 --- p.68
Chapter 8.4 --- 識字等級量表的信度 --- p.70
Chapter 8.5 --- 識字等級量表的效度 --- p.71
Chapter 8.6 --- 識字等級量表的常模建構 --- p.79
Chapter 第9章 --- 階段5：識字等級量表對閱讀困難學生的鑒別 --- p.81
Chapter 9.1 --- 研究對象 --- p.81
Chapter 9.2 --- 測量工具 --- p.81
Chapter 9.3 --- 結果 --- p.82
Chapter 第10章 --- 討論和總結 --- p.86
Chapter 10.1 --- 對識字等級量表的測量特性的評價與討論 --- p.86
Chapter 10.2 --- 識字等級量表的使用細則及評分程序的修訂 --- p.94
Chapter 10.3 --- 常模轉換表的使用和分數的解讀 --- p.96
Chapter 10.4 --- 本量表與前人同類型識字量表的整體比較 --- p.98
Chapter 10.5 --- 總結 --- p.99
Chapter 附錄1. --- 致學校的研究計劃邀請函和參與研究計劃的意向書 --- p.102
Chapter 附錄2. --- 家長同意書 --- p.105
Chapter 附錄3.1 --- 識字等級量表學生測試版（樣題，量表前30題） --- p.106
Chapter 附錄3.2 --- 識字等級量表V1記錄紙（樣題，前30題） --- p.107
Chapter 附錄4.1 --- 識字等級量表年級常模的標準分、百分等級及原始分換算表 --- p.108
Chapter 附錄4.2 --- 識字等級量表年齡常模的標準分及原始分換算表 --- p.112
Chapter 附錄4.3 --- 識字等級量表年齡常模的百分等級及原始分換算表 --- p.116
參考文獻 --- p.120
48
Khosa, Martha. "Early reading development in Xitsonga : a study of learners and teachers in grade 1 classrooms in Limpopo province." Thesis, 2021. http://hdl.handle.net/10500/27429.
Full textAbstract:
Summaries in English, Xitsonga and AfrikaansReading literacy for many black South African learners is a problem. In order to understand what happens in the South African foundation phase classrooms that affect learners’ reading performance, this study uses the adapted early grade reading assessment (EGRA) tool to assess Grade 1 learners’ reading abilities in the home language (four schools) and in the first additional language (one school). The EGRA is important for measuring foundational literacy skills. Its outcomes help teachers plan instruction that accommodates diverse learning capabilities. Data were collected through observing literacy practices and activities in the Grade 1 classrooms, evaluate classroom settings and interview Grade 1 teachers and curriculum advisors of the general education and training band to understand their perception of Curriculum and Assessment Policy Statement (CAPS). The main findings revealed that the Grade 1 learners are acquiring foundational reading skills in Xitsonga very slowly during the first year of schooling and on all measures, performance was either low or very low. The teachers’ lack of deep understanding of how early reading develops and how each of the reading activities contributes to different aspects of this development may have contributed to the learners’ reading outcomes. Findings further revealed that the ability to read fluently and with comprehension is determined by hierarchical relationships between various reading skills. Thus, knowledge of letter-sounds facilitates word reading which impacts reading fluency and then reading comprehension – all these skills are important for reading development during early learning only if they are taught well in the classroom.
Ku hlaya ni ku tsala swi tikela vadyondzi vo tala laha Afrika Dzonga. Eka ndzavisiso lowu, ku va hi ta kota ku twisisa leswi swi humelelaka mayelana na matirhelo yo hlaya ya vadyondzi va ntangha R-3, hi kambela vuswikoti lebyi vadyondzi va ntlawa wo sungula (Giredi 1) va nga na byona byo hlaya hi ririmi ra manana (mune wa swikolo) na hi ririmi leri ri nga le eka xiyimo xa masungulo (xikolo xin’we) hi ku tirhisa xikambelwana lexi xi vuriwaka early grade reading assessment (EGRA). Xikambelwana lexi (EGRA) xi ni nkoka lowu kulu mayelana ni ku kambela vuswikoti bya n’wana byo hlaya. Mbuyelo wa xikambelo lexi wu pfuna ngopfu mayelana na leswaku vadyondzisi va kota ku kunguhata madyindziselo lama ya angarhelaka vadyondzi hinkwavo. Ndzavisiso lowu wu humelerisiwile hi ku kambela madyondziselo yo hlaya ni ku tsala eka ntlawa wo sungula (Giredi 1), ku kambela xivumbeko xa kamara ro dyondzela eka rona, ni ku kambela vutivi bya kharikhulamu bya vadyondzisi va ntlawa wo sungula na vaseketeri va vona (curriculum advisors). Mbuyelonkulu wu humesele erivaleni leswaku vadyondzi va kuma ntokoto wo hlaya hi Xitsonga hi ku nonoka va ha ri eka lembe ra vona ro sungula xikolo. Leswi swi thlela swi nyanyisa na hi leswaku mbuyelo wa vona wo hlaya eka swiyenge hinkwaswo swa xikambelo lexi xi nga tirhisiwa ku va kambela a wu ri ehansi ngopfu. Eka ndzavisiso lowu, ku pfumala ka vadyondzisi vutivi hi vuenti bya ku dyondzisa vana eku hlaya swi nga va swi vile na xiave eka mbuyelo wa vadyondzi wo hlaya. Vulavisisi lebyi byi thlela byi humesela erivaleni leswaku vuswikoti byo hlaya hi ku twisisa swi koteka ntsena loko mudyonzi a ri ni ntokoto eka swiyenge hinkwaswo swa ku hlaya hikuva swi na vuxaka. Hikokwalaho, vuswikoti byo hlaya mimpfumawulo ya maletere swi pfuneta ku hlaya marito lawa ya thlelaka ya pfuneta ku hlaya hi nkhuluko ni ku twisisa leswi swi hlayiwaka. Vuswikoti lebyi hinkwabyo byi ni nkoka mayelana ni ku dyondza ku hlaya ntsena loko madyondziselo yo hlaya ya landzelerisa leswi kunguhatiweke eka kharikhulamu.
Leesgeletterdheid vir baie swart Suid-Afrikaanse leerders is ‘n probleem. Om te verstaan wat in die Suid-Afrikaanse grondslagfase-klaskamers gebeur wat die leesprestasie van leerders beïnvloed, word in die studie die aangepaste instrument vir vroeë graad leesassessering (EGRA) gebruik om die leesvermoëns van Graad 1-leerders in die huistaal (vier skole) en in die eerste addisionele taal (een skool). Die EGRA is belangrik vir die meting van fundamentele geletterdheidsvaardighede. Die uitkomste daarvan help onderwysers om onderrig te beplan wat voldoen aan verskillende leervermoëns. Data is versamel deur die waarneming van geletterdheidspraktyke en aktiwiteite in die Graad 1-klaskamers, die klaskamerinstellings te evalueer en onderhoude met Graad 1-onderwysers en kurrikulumadviseurs van die algemene onderwys- en opleidingsband te onderneem om hul persepsie van Curriculum and Assessment Policy Statement (CAPS) te verstaan. Die belangrikste bevindings het getoon dat die graad 1-leerders in die eerste jaar van skool baie stadig basiese leesvaardighede in Xitsonga verwerf, en dat prestasies op alle maatstawwe laag of baie laag was. Die onderwysers se gebrek aan diep begrip van hoe vroeë lees ontwikkel en hoe elkeen van die leesaktiwiteite bydra tot verskillende aspekte van hierdie ontwikkeling, het moontlik tot die leerders se leesuitkomste bygedra. Bevindinge het verder aan die lig gebring dat die vermoë om vlot en met begrip te lees, bepaal word deur hiërargiese verwantskappe tussen verskillende leesvaardighede. Kennis van letterklanke vergemaklik dus die lees van woorde wat die vloeiendheid van lees en dan leesbegrip beïnvloed - al hierdie vaardighede is slegs belangrik vir leesontwikkeling tydens vroeë leer as dit goed in die klaskamer geleer word.
Linguistics and Modern Languages
Ph. D. (Languages, Linguistics and Literature)