國小不同階段、不同閱讀表現學童之中文篇章朗讀錯誤類型分析研究

Abstract

本研究目的為探討國小二、四，六年級各四組不同閱讀表現的學生，在朗讀文章時的錯誤類型之差異。本研究依識字能力、朗讀流暢度，以及閱讀理解能力，在各年級選出三組不同閱讀表現的學生及一組對照組學生，比較四組學生在朗讀過程中所出現的錯誤類型，以及所使用的線索是否造成文義改變。 研究結果如下： 一、在錯誤類型的出現率上，各年級皆以「替代」為最多，其次是「遺漏」。在不同年級四組之差異上，二年級各組在「遺漏」和「替代」有差異；四年級各組在「遺漏」、「添加」、「重複」、「更正」、「替代」有差異；六年級各組在「添加」、「更正」、「重複」、「替代」有差異。 二、在「替代錯誤」的次類型上，各年級皆以「字義錯誤」次數最多，其次是「字形錯誤」，最後為「字音錯誤」。就三個年級不同閱讀表現組之差異分別來看，二年級各組在「字形錯誤」、「字音錯誤」有顯著差異；四年級各組在「字形錯誤」、「字音錯誤」、「字義錯誤」有顯著差異；六年級各組在「字形錯誤」、「字義錯誤」、「無意義改變」的「字義錯誤」、「有意義改變」的「字義錯誤」等處有顯著差異。 三、就「意義改變度」而言，二年級不同閱讀表現組出現「無意義改變」的錯誤差異不大，而四和六年級的不同閱讀表現組在「無意義改變」的錯誤出現率則有差異。 本論文依據研究結果，進一步提出教學上的應用與未來相關研究的建議。

The purpose of this study was to investigate the differences of oral reading miscue among four groups with different reading performance in second-, fourth-, and sixth-grade respectively. Based on abilities of word recognition, reading fluency, and reading comprehension, we selected three group students with different reading performance and one control group in each grade to explore the differences of oral reading miscue among them . The results are as follows： 1.In general, the most common oral reading miscue was substitution, and then omission. Significant differences of oral reading miscue were found among four groups in each grade respectively. 2.The most common sub-type of oral reading miscue was semantic errors, graphic errors, and phonetic errors. 3.According to the oral reading miscue which did not change the meaning of the context, there were no significant differences in frequency among four groups in second grade; but significant differences in frequency did found among four groups in fourth and sixth grades. Suggestions for instruction and future research were discussed.