A Comparative Study on Orthographic Processing, Phonological Awareness, Rapid Naming and Chinese Literacy Performance between Immigrant Resident and Taiwanese Children in Grade 1 and 2

• Main Authors: Yu, Mei-Shan, 余美姍
• Other Authors: Liao, Chen-Huei
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/03331972713168046395

碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 100 === The study examined the contribution of orthographic processing to Chinese literacy performance in immigrant resident and Taiwanese children in grade1 and 2. Forty-eight immigrant resident and thirty-seven Taiwanese children were tested on character recognition, one-minute reading fluency, mandarin phonetic symbols (MPS) reading, orthographic processing (OP), phonological awareness (PA) and rapid naming (RAN) tasks. The results of this study showed that: 1. Immigrant resident children performed significantly less well than Taiwanese children in one-minute reading and RAN tasks. 2. The scores of Non-character, pseudo-character, character structure, PA and RAN tasks were significant correlation with that of character recognition and one-minute reading fluency in immigrant resident and Taiwanese children. RAN tasks were significant correlation with MPS reading in immigrant resident children. Character structure, PA and RAN were significant correlation with Zhu-Yin reading in Taiwanese children. 3. RAN tasks were significant predictors of immigrant resident’s character recognition, one-minute reading fluency and MPS reading. Whereas, OP tasks were significant predictors of immigrant resident’s one-minute reading fluency. 4. PA, RAN and OP tasks were significant predictors of Taiwanese children’s character recognition, one-minute reading fluency. Whereas, PA tasks were significant predictors of Taiwanese children’s MPS reading.