| Summary: | 碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 98 === This study developed a web-based assessment system to assess children’s reading related cognitive skills. Phonological awareness tasks, rapid automztized naming (RAN) tasks, orthographic knowledge tasks, and reading accuracy and fluency tests were administered to 316 children in grade 6. The purposes of present study were:
1.to develop web-based assessement on phonological awareness, RAN , orthographic knowledge, and one-minute word reading (reading fluency)
2.to investigate the contribution of conventional and web-based phonological awareness, RAN, and orthographic knowledge scores to reading accuracy and fluency
3.to examine the equivalency of conventional and web-based phonological awareness and RAN tasks to Chinese reading performance
The results of regression analyses indicated that after the effects of the controlled variables were accounted for (nonverbal intelligence, age, pholnological awareness, and orthographic knowledge), RAN explained significant amount of variance in reading fluency; on the other hand, the performance on tasks of pholnological awareness, RAN, and orthographic knowledge revealed that the three cognitive constructs predicted reading accuracy beyond what was accounted for by the controlled variables. Equivalency was found between conventional and web-based versions suggesting that children’s performance were comparable with the two means.
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