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系統識別號 U0026-1308201622253100
論文名稱(中文) 國小學童寫字表現預測因子之探討
論文名稱(英文) Factors predicting handwriting performance of school-aged children
校院名稱 成功大學
系所名稱(中) 職能治療學系
系所名稱(英) Department of Occupational Therapy
學年度 104
學期 2
出版年 105
研究生(中文) 蕭英露
研究生(英文) Ying-Lu Hsiao
學號 t76034016
學位類別 碩士
語文別 中文
論文頁數 57頁
口試委員 指導教授-黃雅淑
口試委員-陳官琳
口試委員-蘇佩芳
口試委員-林千惠
中文關鍵字 寫字  幼兒園  預測因子 
英文關鍵字 Handwriting  kindergarten  predictor 
學科別分類
中文摘要 寫字技巧是兒童在國小低年級階段重要學習的技能,如果兒童在寫字上遇到困難可能對於未來學業、自信心及社會互動上有負面影響。如果能在兒童進入國小前,找到重要預測其學前寫字準備能力以及日後寫字表現的因子,即可在幼兒園時加強此因子的訓練,可能有助於兒童未來寫字的表現; 此外,亦可提早篩檢出日後有寫字風險的兒童,盡早給予建議和介入。然而,至今仍缺乏研究進行此方面的探討,因此本研究旨在:(1)檢驗幼兒園兒童的視知覺、視動作整合、精細動作技巧與其學前寫字準備能力的預測性;(2)檢驗幼兒園兒童的視知覺、視動作整合、精細動作技巧、寫字準備表現對其國小一年級時的寫字表現的預測性。
本研究從台南市區幼兒園招募可能兒童。經過收案條件篩選後,共計106位大班兒童參加。參加兒童在幼兒園時期接受視知覺技巧測驗第三版、魯茵克斯-歐西瑞斯動作精練度評量工具第二版中的兩項分測驗(細動作精確度及手部靈巧度)、和拜瑞-布坦尼卡視覺動作統整發展測驗的評估; 其幼兒園教師受邀填寫注意力缺陷/過動障礙測驗和兒童寫字表現評量表(學前版)。之後,參加兒童於國小一年級下學期時接受基本讀寫字綜合測驗的評估; 其國小教師受邀填寫兒童寫字表現評量表(學齡版)和。本研究結果如下:(1) ADHD商數和視動作整合能力為大班兒童寫字準備能力的重要預測因子,可共同解釋寫字先備能力總分33.7%和寫字行為48.3%的變異量。(2)在基本讀寫字綜合測驗的結果顯示,視動作整合和寫字評量表學前版總分是聽寫表現的重要預測因子;手部靈巧度是遠端抄寫表現的預測因子;寫字表現評量表(學前版)總分是寫字組合分數的預測因子。在兒童寫字表現評量表(學齡版)結果顯示視動作整合和形狀恆定(視知覺分測驗之一)是量表總分的重要預測因子;視動作整合、形狀恆定是工整性表現的預測因子;細動作精確度是速度表現的預測因子;視動作整合及形狀恆定是正確性表現的預測因子;視動作整合、形狀恆定是握筆工學表現的預測因子;手部靈巧度和順序記憶是方向性表現的預測因子。
總結以上結果,幼兒園大班兒童的視動作整合能力和注意力表現最能預測其寫字準備能力。幼兒園大班時期的寫字準備能力、手部靈巧度、視動作整合以及視知覺(形狀恆定)對兒童國小一年級寫字的各個面向有不同程度的預測性。此外,家庭社經地位和母親教育等級對於其寫字能力也有重要影響。因此,家長和幼兒園教師在幼兒園時期應注意兒童這些能力的發展;對於來自社經地位較差的家庭之兒童,應提早注意其寫字困難的風險。
英文摘要 Handwriting is an important but complicated skill. The purpose of this study was to identify (1) the perceptual motor factors predicting handwriting readiness in kindergarten, (2) the perceptual motor factors measured in kindergarten predicting the handwriting performance of children at 1st grade. A total of 106 kindergarten children received the assessments of the Test of Visual Perceptual Skills-Third Edition(TVPS-3), the Bruninks-Oseretsky Test of Motor Proficiency- Second Edition(BOT-2), and The Berry-Buktenica Developmental Test of Visual-Motor Integration- Forth Edition(VMI) in kindergarten. Their teachers were asked to fill out the Attention-Deficit/Hyperactivity Disorder Test (ADHDT) and the Chinese Handwriting Evaluation Form (CHEF)- preschool version. At grade one, their handwriting performance was measured using the Battery of the Chinese of Pupils and the CHEF-school version. The results showed that the ADHDT and the VMI were important predictors for handwriting readiness. Handwriting readiness, manual dexterity, visuomotor integration, and form constancy had significant prediction on handwriting performance of first-grade children. In conclusion, parents and teachers should pay attention on the development of those abilities in kindergarten period, particularly for those from low socioeconomic families.



論文目次 摘要 I
FACTORS PREDICTING HANDWRITING PERFORMANCE OF SCHOOL-AGED CHILDREN III
誌謝 V
表目錄 IX
圖目錄 X
第一章、 研究動機 1
第二章、 文獻回顧 2
第一節 兒童的寫字能力 2
第二節 寫字問題 5
第三節 知覺動作能力與寫字的相關性 6
第四節 知覺動作能力與幼兒園兒童寫字準備能力的相關性 10
第五節 國小寫字表現的預測因子 11
第三章、 研究目的 13
第四章、 研究方法 14
第一節 研究對象 14
第二節 研究工具 14
第三節 研究流程 19
第四節 資料分析 21
第五章、 研究結果 22
第一節 人口學資料 22
第二節 兒童在各項測驗之表現 23
第三節 兒童學前寫字準備能力的相關因子 25
第四節 國小一年級寫字表現的相關因子 26
第六章、 討論 28
第一節 幼兒園兒童的視知覺、視動作整合、精細動作技巧與其學前寫字準備能力的相關性。 28
第二節 幼兒園兒童的視知覺、視動作整合、精細動作技巧、寫字準備表現對其一年級時的寫字表現的預測性。 30
第三節 限制及建議 32
第七章、 結論及臨床意義 34
第八章、 參考文獻 35
附錄一、兒童基本資料表─幼兒園版 43
附錄二、兒童基本資料表─國小一年級版 45
附錄三、教師基本資料表─幼兒園版 47
附錄四、教師基本資料表─國小一年級版 48
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