| Summary: | 碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 102 === The major purposes of the study was to understand and compare the relevant between word recognition ability and reading comprehension for high grade and low grade students in second year of primary school; moreover, the influences of gender is also considered within the study.
The study was targeting on second year primary students in Hsinchu County from the 100th academic year, which has 5884 samples. All students participated in a basic elementary literacy and reading abilities screening test and the test score below PR25 were defined as “word recognition difficulties”. According to the rules as mentioned before, screen out of the 5884 samples in order to get 1352 samples. The statistical methods of frequency distributions, importance-performance analysis（IPA）, Pearson Correlation, Structural Equation Modeling were used to analyze the valid data to understand the performance, correlation and predictive power between word recognition and reading comprehension ability.
The main findings were as follows:
1.The factors that cause poor word recognition are varied for low graders. On reading ability, they are strong on the semantic comprehension, but poor on summarization. On the other hand, high graders perform well on word recognition. Content comprehension is their strength regarding to reading ability; however, they are weak on summarization.
2.The word recognition difficulties students, regarding to the relationship between word recognition and reading comprehension, “phonetic coding” and “inferential comprehension” were significant correlation. There was significant correlation between “word identification” and “content comprehension” for the high grade word recognition students.
3.There is a predictive power of .64 for word recognition and reading ability for students with word recognition difficulties. However, semantic coding has a better predictive power within word recognition ability. On the other hand, inferential comprehension has a highest predictive power with the reading ability field.
4.The ratio between male and female is 3:2 for students with word recognition difficulties; moreover, female students are better than male students on both word recognition and reading abilities. Furthermore, females have a better understanding on word identification than males. Within the reading comprehension’s ability, females are strong in content comprehension, but males have a better understanding in semantic comprehension.
The results of this study provide suggestions for future education and studies that help educator and special education researchers.
|
|---|
