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系統識別號 U0026-0812200915240948
論文名稱(中文) 詞間空格對國小正常及閱讀困難學生閱讀效率之影響
論文名稱(英文) The Effect of Word Spacing on the Reading Efficiency of Normal Children and Children with Reading Difficulty
校院名稱 成功大學
系所名稱(中) 認知科學研究所
系所名稱(英) Institute of Cognitive Science
學年度 97
學期 2
出版年 98
研究生(中文) 林昱成
研究生(英文) Yu-Cheng Lin
電子信箱 u7696109@mail.ncku.edu.tw
學號 u7696109
學位類別 碩士
語文別 中文
論文頁數 43頁
口試委員 指導教授-陳振宇
口試委員-楊憲明
口試委員-陳欣進
中文關鍵字 詞間空格  中文閱讀  斷詞 
英文關鍵字 word spaces  Chinese reading  word segmentation 
學科別分類
中文摘要 本研究探討經過一段長時間閱讀具有詞間空格的文章是否有助於正常閱讀能力學生與閱讀困難學生的閱讀速度和閱讀理解表現?正常閱讀能力學生與閱讀困難學生在閱讀具有詞間空格的文章與無詞間空格文章上的閱讀速度和閱讀理解表現,是否有所差異?本研究對象為國小五年級學生(正常閱讀能力學生36位、閱讀困難學生21位),兩種學生各隨機分成詞間空格組與無詞間空格組,詞間空格組接受6週(每週5次,每次40分鐘)具有詞間空格文章的閱讀練習,無詞間空格組則接受同樣6週,傳統排版文章的閱讀練習。閱讀速度和閱讀理解分別在練習前、第三週後及六週後以難度相當的不同文章測試。研究結果發現,對於正常閱讀能力學生而言,詞間空格在一開始的時候會令其速度變慢,經過六週的練習後,這樣的差異依舊存在。針對閱讀困難學生而言,詞間空格一開始也會令其速度變慢,但是經過六週的練習後,閱讀有詞間空格會比無詞間空格的文章速度快,閱讀理解則不受到詞間空格操弄的影響。詞間空格對閱讀困難有幫助,可能是因為空格使斷詞的心理作業不再需要,省去了耗費寶貴的認知資源,而留給文句理解之用。詞間空格對正常閱讀能力學生沒有幫助,甚至有干擾,是因為已經成熟的斷詞自動化作業被阻斷的緣故。
英文摘要 The purpose of the present study was to examine whether marking word boundaries with adding interword spacing can facilitate Chinese elementary school children students’ reading. 57 fifth graders(36 were normal readers and 21 were readers with reading comprehension difficulty)were participated in this study. Our results suggest that 6 week-long word spacing training sessions can facilitate reading speed, but not reading comprehension of readers with reading difficulty. Moreover, readers with reading difficulty read fast with the word-spaced format than with the unspaced format. However, the beneficial effects of word spacing were not found in normal readers. Word-spaced texts did not facilitate reading speed and text comprehension in trained normal readers. The results of this study indicate that a reader with reading difficulty doesn’t require any cognitive resources for word segmentation processes in the word-spaced text, so that the cognitive resources become more available for reading comprehension. On the other hand, the word spaced text may interfere the automatic word segmentation processes in a normal reader.
論文目次 摘要……………………………………………………………………i
Abstract………………………………………………………………ii
誌謝……………………………………………………………………iii
目錄……………………………………………………………………iv
表次…………………………………………………………………v
圖次…………………………………………………………………vi

第一章 緒論……………………………………………………………1
1.1 閱讀的重要性………………………………………………………1
1.2 閱讀認知成分的研究………………………………………………3
1.3 詞彙辨識與中文斷詞………………………………………………3
1.4 詞間空格與中文斷詞………………………………………………4
1.5 詞間空格對英文閱讀的影響………………………………………6
1.6 詞間空格對中文閱讀的影響………………………………………7
1.7 本研究的目的………………………………………………………8
1.8 本研究的假設………………………………………………………9


第二章 實驗方法………………………………………………………13
2.1 受試者……………………………………………………………13
2.2 實驗設計…………………………………………………………16
2.3 實驗材料…………………………………………………………17
2.4 實驗設備…………………………………………………………18
2.5 實驗程序…………………………………………………………19


第三章 實驗結果………………………………………………………21
3.1 正常與閱讀困難學生詞間空格組及非詞間空格組每個詞
平均閱讀速度比較……………………………………………………23
3.2 正常與閱讀困難學生詞間空格組及非詞間空格組每個字
平均閱讀速度比較……………………………………………………25
3.3 正常與閱讀困難學生每篇文章的閱讀理平均得分比較………27
3.4 正常與閱讀困難學生詞間空格組及無詞間空格組的詞閱
讀效率…………………………………………………………………29
3.5 正常與閱讀困難學生詞間空格組及無詞間空格組的字閱
讀效率…………………………………………………………………31


第四章 討論……………………………………………………………33
4.1 不同閱讀排版方式對正常閱讀能力學生的影響………………33
4.2 不同閱讀排版方式對閱讀困難學生的影響……………………34
4.3 對未來研究的建議………………………………………………34
參考文獻………………………………………………………………37
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