音韻覺識教學對學前聽覺障礙兒童音韻覺識與早期中文閱讀能力之影響

Effects of Phonological Awareness Training on Phonological Awareness and Early Chinese Reading of Young Children Who are Deaf or Hard of Hearing

陳怡慧(Yi-Hui Chen)

音韻覺識 ； 早期中文閱讀 ； 聽覺障礙兒童 ； phonological awareness ； early Chinese reading ； deaf or hard of hearing

特殊教育學報

39期（2014 / 06 / 01）

31 - 51

繁體中文

本研究以準實驗研究設計探討音韻覺識教學對學前聽覺障礙兒童音韻覺識與早期閱讀能力的影響。本研究採立意取樣方式選取臺北市、臺中市及彰化市四所聽障兒童早期療育機構當中的五個班級，共20位學前聽覺障礙兒童為研究對象，並以叢集取樣分為實驗組10人與對照組10人。所有參與者在實驗前均接受前測，包括音韻覺識測驗、早期閱讀測驗、注音符號單音認讀測驗、以及托尼非語文智力測驗，實驗介入後則接受音韻覺識測驗與早期閱讀測驗。實驗處理階段，實驗組接受為期26週之「音韻覺識教學」，每週三次，每次20-25分鐘；對照組則接受原早期療育機構所訂之聽能復健課程。研究結果顯示，音韻覺識教學介入後，實驗組學童的音韻覺識後測表現顯著優於前測，且早期閱讀後測表現亦顯著優於前測表現。然而，實驗組之聽障兒童在音韻覺識後測以及早期閱讀後測分數雖都高於對照組，但並未顯著優於對照組兒童的後測表現。

The purpose of the study was to investigate the effects of phonological awareness training on phonological awareness and early Chinese reading of young children who are deaf or hard of hearing. This study adopted the quasi-experimental research using pretest-posttest design with control group to explore the effects of the phonological awareness training on phonological awareness and early Chinese reading. Twenty subjects at about 5-years-old were selected from five intact group classes of the early intervention programs for young children who are deaf or hard of hearing. Ten subjects were assigned into the experimental group receiving phonological awareness training program while the remaining 10 were assigned into the control group receiving the conventional intervention curriculum that focused on auditory training, speech, and cognitive development. The results indicated that there were no significant differences between the experimental group and control group in terms of the post performance on any dependent measurements. However, there were significant gains regarding the performance on phonological awareness and early reading within the experimental group. Therefore, the results still provide support for the assumption that children who are deaf or hard of hearing can benefit from the phonological training for their phonological awareness skills and early Chinese reading. Issues for future studies were also suggested.

1. 李俊仁、柯華葳(2007)。中文閱讀弱讀者的認知功能缺陷：視覺處理或是聲韻覺識？。特殊教育研究學刊，32(4)，1-18。
   連結：
2. 宣崇慧、林寶貴(2002)。學前聽障及聽常兒童讀寫萌發情形與口語發展能力之探究。特殊教育與復健學報，10，35-57。
   連結：
3. 柯華葳(1992)。語音覺識測驗。國立中正大學，未出版。
4. 身心障礙及資賦優異學生鑑定標準（2006年 9 月 29 日）。
5. Adams, M. J.(1990).Beginning to read: Thinking and learning about print.Cambridge, MA:MIT Press.
6. Ball, E. W.,Blachman, B. A.(1991).Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?.Reading Research Quareterly,26,49-66.
7. Bradley, L.,Bryant, P. E.(1983).Categorrizing sounds and learning to read: A causal connection.Nature,301,419-421.
8. Cunningham, A. E.(1990).Explicit versus implicit instruction in phonemic awareness.Journal of Exceptional Child Psychology,50,429-449.
9. Engel-Eldar, R.,Rosenhouse, J.(2000).Reading difficulty characteristics in dyslexia and hearing impaired students.Educational Psychology,20(4),459-482.
10. Hu, C.,Catts, H. W.(1998).The role of phonological process in early reading ability: What we can learn from Chinese.Scientific Studies of Reading,2,55-79.
11. Huang, H. S.,Hanley, J. R.(1997).A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among first-graders in Taiwan.International Journal of Behavioral Development,20(2),249-268.
12. Huang, H. S.,Hanley, J. R.(1995).Phonological awareness and visual skills in learning to read Chinese and English.Cognition,54,73-98.
13. King, C.,Quigley, S.(1985).Reading and deafness.San Diego, CA:College-Hill.
14. Kyle, F.,Harris, M.(2006).Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children.Journal of Deaf Studies and Deaf Education,11,273-288.
15. Leybaert, J.(1993).Reading in the deaf: The role of phonological codes.Hillsdale, NJ:Erlbaum.
16. Liberman, I.,Liberman, A.(1990).Whole language versus code emphasis: Underlying assumptions and their implications for reading instruction.Annals of Dyslexia,40,51-76.
17. Lichtenstein, E. H.(1985).Deaf working memory processes and English language skills.Cognition, education, and deafness,Washington, DC:
18. Lundberg, I.,Frost, J.,Petersen, O. P.(1988).Effects of an extensive program for stimulating phonological awareness in preschool children.Reading Research Quaeterly,23,263-284.
19. Morais, J.,Cary, L.,Alegria, J.,Bertelson, P.(1979).Does awareness of speech as a sequence of phones arise spontaneously?.Cognition,7,323-331.
20. Newman, E. H.,Tardif, T.,Huang, J.,Shu, H.(2011).Phonemes matter: The role of phoneme-level awareness in emergent Chinese readers.Journal of Experimental Child Psychology,108,242-259.
21. Paul, P.(2001).Literacy and deafness: The development of reading, writing and literate thought.Boston, MA:Allyn & Bacon.
22. Qi, S.,Mitchell, R. E.(2011).Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and future.Journal of Deaf Studies and Deaf Education,17,1-18.
23. Share, D. L.,Gur, T.(1999).How reading begins: A study of preschoolers' print identification strategies.Cognition & Instruction,17(2),177-213.
24. Share, D. L.,Jorm, A. F.,Maclean, R.,Matthews, R.(1984).Sources of individual differences in reading acquisition.Journal of Education Psychology,76(6),1309-1324.
25. Sprenger-Charolles, L.,Siegel, L. S.,Bechennec, D.,Serniclaes, W.(2003).Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study.Journal of Experimental Child Psychology,84,194-217.
26. Sprugevica, I.,Høien, T.(2003).Early phonological skills as a predictor of reading acquisition: A follow-up study from kindergarten to the middle of grade 2.Scandinavian Journal of Psychology,44,119-124.
27. Stanovich, K. E.(1986).Matthew effects in reading: Some consequences of individual differences in the acquistion of literacy.Reading Research Quaeterly,21,360-407.
28. Stuart, M.(1999).Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners.The British Journal of Educational Psychology,67(4),587-605.
29. Torgesen, J. K.,Morgan, S. T.,Davis, C.(1992).Effects of two types of phonological awareness training on word learning in kindergarten children.Journal of Educational Psychology,84,364-370.
30. Traxler, C. B.(2000).The Stanford Achievement Tes, 9th edition: National norming and performance standards for deaf and hard-of-hearing students.Journal of Deaf Studies and deaf education,5,337-348.
31. Treiman, R.,Zukowski, A.(1991).Levels of phonological awareness.Phonological Processes in Literacy: A Tribute to Isabelle Y. Liberman,Hillsdale, NJ:
32. Trezek, B. J.,Malmgren, K. W.(2005).The efficacy of utilizing a phonics treatment package with middle school deaf and hard-of-hearing students.Journal of Deaf Studies and Deaf Education,10(3),256-271.
33. Trezek, B. J.,Wang, Y.(2006).Implications of untilizing a phonices-based reading curriculum with children who are deaf or hand of hearing.Journal of Deaf Studies and Deaf Education,11(2),202-213.
34. Trezek, B. J.,Wang, Y.,Woods, D. G.,Gampp, T. L.,Paul, P. V.(2007).Using visual phonics to supplement beginning reading instruction for students who are deaf or hard of hearing.Journal of Deaf Studies and Deaf Education,12(3),373-384.
35. Wagner, R. K.,Torgesen, J. K.(1987).The nature of phonological processing and its causal role in the acquisition of reading skills.Psychological Bulletin,101(2),192-212.
36. Wagner, R. K.,Torgesen, J.,Rashotte, C. A.(1994).Development of reading-related phonological processing skills: New evidence of bidirectional causality from a latent variable longitudinal study.Developmental Psychology,30,73-84.
37. Williams, C.(2004).Emergent literacy of deaf children.Journal of Deaf Studies and deaf education,9(4),352-365.
38. 李薏雯(2005)。碩士論文(碩士論文)。臺南市，國立臺南大學。
39. 林寶貴、李真賢(1987)。聽覺障礙學生國語文能力之研究。教育學院學報，12，1-29。
40. 柯華葳、李俊仁(1996)。國小低年級學生語音覺識與認字能力的發展：一個縱貫的研究。國立中正大學學報，7(1)，49-66。
41. 張蓓莉(1987)。回歸主流聽覺障礙學生語文能力之研究。特殊教育研究學刊，3，119-134。
42. 張蓓莉(1989)。聽覺障礙學生之語言能力研究。特殊教育研究學刊，5，165-204。
43. 陳怡佐(1989)。碩士論文(碩士論文)。彰化市，國立彰化師範大學。
44. 傅淳鈴、黃秀霜(2000)。小學國語低成就學生後設語言覺知實驗教學成效分析。中華心理學刊，42(1)，87-100。
45. 曾世杰(1996)。聽障者閱讀困難的可能原因之一。特殊教育季刊，60，17-20。
46. 曾世杰、陳淑麗(2007)。注音補救教學對一年級低成就學童的教學成效實驗研究。教育與心理研究，30，53-77。
47. 黃秀霜(1997)。兒童早期音韻覺識對其三年級後中文認字能力關係之縱貫性研究。臺南師院學報，30，263-288。
48. 黃秀霜、詹欣蓉(1997)。閱讀障礙兒童之音韻覺識、字覺識及聲調覺識之分析。特殊教育與復健學報，5，125-138。
49. 鐘素鵑(2003)。碩士論文(碩士論文)。臺北市，國立臺北師範學院。

1. 劉秀丹(2020)。聽損兒童讀寫萌發技能及親子共讀促進策略。特殊教育季刊，157，19-29。
2. 劉秀丹(2020)。聽損兒童音韻覺識、快速唸名及其對中文閱讀能力的預測。特殊教育研究學刊，45(3)，53-85。