幼稚園至國小三年級學童各類唸名速度能力之研究 作者:曾世杰(國立台東大學特殊教育系)、邱上真(國立高雄師範大學特殊教育系)、林彥同(國立高雄師範大學特殊教育系)

卷期：48卷第2期
日期：2003年10月
頁碼：261-290
DOI：10.3966/2073753X2003104802007

摘要：

本研究以閱讀障礙雙缺陷假設為基礎，旨在編製一份作業簡單、易實施、施測時間短的唸名速度測驗，以做為早期閱讀障礙學童的篩檢工具。研究並分析幼稚園到國小三年級學童在各類唸名速度能力的表現，對象為幼稚園到小學三年級學童，幼稚園組接受四個唸名測驗（數字、顏色、物件、顏色─物件交錯）；一年級組接受五個唸名測驗（數字、注音、顏色、物件、四類交錯）及中文年級認字量表；二、三年級組接受五個唸名測驗（同一年級組）、中文年級認字量表及閱讀理解困難篩選測驗，以進行唸名速度與閱讀的相關探討。
研究結果：
一、各類唸名速度測驗在信度上，有良好的複本信度及評分者一致性；在效度上符合專家效度、區別及輻合性效度，並與中文年級認字量表、閱讀理解困難篩選測驗及兩次國語科成績存有效標關聯。本研究建有幼稚園到國小三年級百分等級及T分數之各類唸名速度測驗常模，以供各界參考。
二、各類唸名能力的表現
不同年級學童的各類唸名速度表現逐年加快，但二年級到三年級的成長趨緩；在性別方面，幼稚園學童顏色唸名表現女生的速度優於男生，但此一現象在進入小學後便模糊掉，甚至有男生後來居上的趨勢。而從各類唸名速度測驗的表現來看，唸名速度快慢的順序為數字唸名、注音唸名、物件唸名、顏色唸名。
本研究以集群分析的方法，將受試依其唸名測驗的表現，分為唸名快速組、唸名中速組、唸名慢速組及唸名超慢組四組。各年級的快速組人數隨年級的增加而迅速增加，數字唸名與注音唸名在速度快慢的差距亦隨年級的增加而減小，但顏色唸名及物件唸名則維持較大的差距，可視為唸名能力發展良寙的一個較明顯的指標。同時，各年級都存有部分無法通過唸名速度測驗者。
研究最後提出研究工具的限制及六項未來研究的建議。

關鍵詞：雙缺陷假設、唸名速度、閱讀　

《詳全文》

The Development of Naming Speed in K-3 Author: Shih-Jay Tzeng(Department of Special Education,National Taitung University),Shang-Chen Chiu(Department of Special Education,National Kaohsiung Normal University),Yen-Tung Lin(Department of Special Education,National Kaohsiung Normal University)

Vol.&No.：Vol. 48, No. 2
Date：October 2003
Pages：261-290
DOI：10.3966/2073753X2003104802007

Abstract：

This study developed a norm-referenced naming-speed test battery for children from kindergarten to grade 3. The cross-sectional changes for various naming-speed measures across different age groups and their relation to reading-related variables were described. Kindergartners received digit, color, object, and color-object alternative naming tests. In addition to these four tests, first to third graders also received a phonetic-symbol naming test and an alternative test composed of digits, phonetic symbols, colors and objects. A Chinese character recognition test and a reading comprehension screening test were administered to 2nd and 3rd graders, while the first graders received the Chinese character recognition test only.
There were three major findings in this study. Firstly, with regard to reliability and validity, statistical analysis indicated that these naming-speed tests had strong inter-rater reliability and alternative-form reliability. Given the fact that naming speeds negatively correlated with scores on the Chinese character recognition test and reading comprehension screening test, as well as on reading achievement, which matched our theory-based predictions, we were convinced that naming-speed tests had good construct validity. Secondly, regarding the developmental features of naming, as reported in the literature naming-speed increased with age from K-3. The results also showed a gender difference among the kindergarteners: girls named faster than boys. The difference however vanished with primary school students. The naming-speed tests used in the order of fast-to-slow were digit naming, phonetic-symbol naming, object naming and color naming. Thirdly, a cluster analysis of participants' naming speeds was conducted and four groups were distinguished. These four groups were described as fast-namers, average-namers, slow-namers, and very-slow-namers. The size of the fast-namer group increased rapidly with the grade-level. The inter-group differences regarding digit- and phonetic-symbol naming speeds diminished with grade-level. However, the color- and object-naming speeds for slow-namers remained significantly slower than for fast- and average-namers, regardless of grade-level. Notably, there were students who were not able to finish the naming tasks in all age groups. Suggestions and recommendations for further study were also discussed.

Keywords：double-deficit hypothesis naming speed reading comprehension character recognition