中文篇章朗讀之錯誤類型分析

An Analysis of Patterns of Chinese Oral Reading Errors

10.6251/BEP.20081007.1

辜玉旻(Yu-Min Ku)；張菀真(Wan-Chen Chang)；陳以欣(Yi-Hsin Chen)

朗讀錯誤 ； 閱讀能力 ； 篇章閱讀 ； error analysis ； oral reading ； reading ability

教育心理學報

41卷1期（2009 / 09 / 01）

29 - 44

繁體中文

本研究目的是探討閱讀能力高低不同的國小學童在篇章閱讀時，其所產生的朗讀錯誤情形，以深究閱讀能力不同的讀者在閱讀時其識字策略的使用。本研究以學童口語錯誤及自我解釋的資料為主，結果發現國小五年級學童的口語朗讀錯誤可以分成七類：「替換」、「自我更正」、「重複」、「省略」、「贅加」、「顛倒」及「其他」，尤以「替換」類型為最常發生。而根據字形、字音及字義線索又可將「替換」類型之錯誤細分為九個次類別。從分析各種線索在替換類別上次數所佔的比例發現：學童較易運用字義線索，進而在上下文線索的影響下，替換相同字義的字詞。若比較高、低能力組學童的錯誤類型，則發現兩組在「替換」和「其他」類別上的錯誤數量有顯著差異。此外，兩組學童在其他類別上也有質的差異存在，例如在「省略」或是「贅加」類別的分析比較可以發現高能力組所產生的朗讀錯誤較不會與原文有很大的差異，也較不會影響文意，反觀低能力組的朗讀錯誤，較產生文意的改變。

The study investigated the nature and patterns of errors in the oral reading of Chinese elementary school students. Participants were 32 Chinese fifth graders recruited from 4 different classes. Before the oral reading session, students were divided into high and low reading ability groups based on their performance on a reading comprehension test. The task for the students was to read aloud two expository texts, each containing approximately six to eight hundred characters and was selected by experienced teachers to ensure that the materials were age-and grade-appropriate. During each individual oral reading session, data were audio-recorded and later transcribed verbatim. The errors made by the students can be classified into 7 types: Substitution, Self-correction, Repetition, Omission, Insertion, Reversal, and Others. The three most commonly found reading errors were Substitution, Self-correction, and Repetition, each accounted for at least 18% of the total errors made by students in both high and low reading ability groups. Additional analysis focused on the predominant error type, Substitution, by further dividing the errors into 9 subtypes based on the cues (graphic, phonetic, or semantic) that students used. It is noteworthy that when students encountered unfamiliar characters, they tended to derive the pronunciations by using context-related semantic cues, which accounted for more than 40% of the total Substitution error type. When comparing the performance of students in high and low ability groups, results indicated that low ability students made significantly more Substitution type of errors, and their errors, in other types (e.g., Omission and Insertion) were also less semantically acceptable.

1. Biemiller, A. J.(1970).The development of the use of graphic and contextual information as children learn to read.Reading Research Quarterly,6(1),75-96.
2. Burke, C. L.(1969).Unpublished doctoral dissertation, Wayne State University.
3. Chall, J. S.(1983).Stages of reading development.NY:McGraw-Hill.
4. Chang, J. M.,Hung, D. L.,Tzeng, O. J. L.(1992).Miscue analysis of Chinese children's reading behavior at the entry level.Journal of Chinese Linguistics,20(1),120-158.
5. Clay, M. M.(1968).A syntactic analysis of reading errors.Journal of Verbal Learning and Verbal Behavior,7(2),434-438.
6. Davenport, M. R.(2002).Miscues not mistakes: Reading assessment in the classroom.Portsmouth, NH:Heinemann.
7. Goodman, K. S.(1965).A linguistic study of cues and miscues in reading.Elementary English,42,639-643.
8. Goodman, K. S.(1996).On reading.台北:心理.
9. Goodman, K. S.,F. V. Gollasch(Eds.)(1982).Language and literacy: The selected writings of Kenneth S. Goodman.Boston:Routledge & Kegan Paul.
10. Goodman, K. S.,Goodman, Y. M.(1977).Learning about psycholinguistic processes by analyzing oral reading.Harvard Educational Review,47,317-333.
11. Goodman, Y. M.,Watson, D. J.,Burke, C.(1987).Reading miscue inventory: Alternative procedures.NY:R. C. Owen.
12. Goodman, Y. S.,P. D. Allen(Eds.),D. J. Watson(Eds.)(1976).Findings of research in miscue analysis: Classroom implications.Urbana, IL:ERIC Clearinghouse on Reading and Communication Skills, National Institute of Education, National Council of Teachers of English.
13. Ho, C. S. H.,Bryant, P.(1997).Learning to read Chinese beyond the logographic phase.Reading Research Quarterly,32(3),276-289.
14. Leu, D. J.(1982).Oral reading error analysis: A critical review of research and application.Reading Research Quarterly,17(3),420-437.
15. McGuinness, D.(1997).Decoding strategies as predictors of reading skill: A follow-on study.Annals of Dyslexia,47(1),117-150.
16. Mercer, C. D.,Mercer, A. R.(1993).Teaching students with learning problems.Englewood Cliffs:Merrill.
17. Weber, R. M.(1968).The study of oral reading errors: A survey of the literature.Reading Research Quarterly,4(1),96-119.
18. Weber, R. M.,H. Levin(Eds.),J. Williams(Eds.)(1970).Basic studies in reading.NY:Basic Books.
19. Wixson, K. L.(1979).Miscue analysis: A critical review.Journal of Reading Behavior,11(2),163-175.
20. Wu, X.,Anderson, R. C.(2007).Reading strategies revealed in Chinese children's oral reading.Literacy,12(1),47-72.
21. 王瓊珠(2002)。國小一年級疑似閱讀障礙兒童之觀察研究。台北市立師範學院學報，33，327-334。
22. 吳敏而(1990)。兒童朗讀國字與注音符號的錯誤分析。華文世界，56，24-30。
23. 林筱晴(2005)。碩士論文(碩士論文)。國立台中教育大學語文教育學研究所。
24. 柯華葳(1999)。閱讀理解困難篩選測驗。中國測驗學會測驗年刊，46(2)，1-11。
25. 洪月女譯(1998)。談閱讀。台北:心理。
26. 張瓊元(1993)。「非正式閱讀評量」在教學上的應用。特殊教育季刊，49，28-32。
27. 黃秀霜(2000)。不同國語成就兒童認字錯誤組型之兩年縱貫分析。初等教育學報，13，63-87。
28. 鄒文莉、鄒美雲(2006)。國小六年級學童中、英文閱讀之研究－以誤讀分析爲例。英語教學期刊，30(4S)，81-101。
29. 饒華真(1997)。碩士論文(碩士論文)。國立彰化師範大學特殊教育研究所。

1. Hung, Yueh-Nu(2012).The Validity and Reliability of Reading Miscue Analysis: Issues and Possible Consolidations.Hwa Kang English Journal ,18(1),51-71.
2. 黃鳳姿、佘永吉(2017)。重複閱讀教學結合多媒體文本對國小三年級識字困難學生閱讀流暢能力之影響。身心障礙研究，15(4)，296-312。