臺灣孩童學前的識字差異與聲韻覺識、視知覺、注音符號能力的區辨效能

Chinese Character Reading before Primary School and the Discrimination of Phonological Awareness%2C Visual Perception and Tzu-yin Decoding

本研究目的在了解學前幼兒識字能力的表現，並探討聲韻覺識、視知覺與注音符號能力，對於學前幼兒識字表現優異或低落的區辨效能，從臺灣中部直轄市561所幼兒園，隨機選取24所幼兒園各一班有大班幼兒的班級，分佈在 11 個行政區，共計405位大班幼兒。以小組實施「識字測驗」，再選取識字測驗Z分數（含）正、負一個標準差上、下的高分組幼兒92人、低分組幼兒81人，個別施測「聲韻覺識測驗」、「視知覺測驗」、「注音符號測驗」。以區別分析，分析聲韻覺識、視知覺與注音符號能力，對於學前幼兒識字高低的區辨效能， 研究結果顯示，學前幼兒識字的表現差異懸殊，而聲母、韻母及聲調辨識、視 覺記憶和漢字字形知覺、注音符號拼音認讀能力，均具有區別學前高識字與低 識字的效能，其中以聲韻覺識能力最具區辨能力，其次依序為注音符號拼音認讀能力、視知覺能力。

The purpose of this study was to examine kindergarteners’ performance of Chinese character reading before they entered primary school. A discriminant function analysis was conducted to find out whether phonological awareness， visual perception， and Tzu-yin decoding could discriminate performance of the Chinese character reading among kindergarteners. There were 405 participants from 24 randomly selected kindergartens， located in 11 administrative regions in the municipality of Middle Taiwan. A test of Chinese Character Reading was administered in groups. Ninety-two better performers and 81 worse performers in Chinese Character Reading Test were selected and individually assessed with Phonological Awareness Test， Visual Perception Test， and Tzu-yin Decoding Test. The results revealed that Taiwanese pre-primary age children’s Chinese characters reading performance varied a great deal. Phonological awareness， visual memory and orthographic awareness， and Tzu-yin decoding were all effective in the discrimination of Chinese character reading. Phonological awareness was found to be the most significant variable， followed by Tzu-yin decoding and visual perception.