published_or_final_version / Education / Master / Master of Education

published_or_final_version / Psychology / Master / Master of Philosophy

published_or_final_version / Education / Master / Master of Education

背景 / 識字是每個孩子進入閱讀世界、學習知識和文化的重要途徑。能夠在小學階段對孩子的識字能力進行適時的評估，當有助前線語文教育工作者設計適切的識字教學，並為支援讀寫困難孩子提供重要的參照依據。目前，對小學生基本常用漢字做全面的認讀情況的分析和實證探討的研究尚不多見，本港至今亦沒有一個具常模參照的標準化中文識字量表可供一線教師使用。鑒於此，我們擬以香港最為廣泛採用的六套小學課文為基礎重新建構一套“香港教學漢字字庫，期望依此編制出一套適用於小學一年級至六年級且有常模參照依據的標準化《香港小學中文識字等級量表》供小學前線語文教學工作者使用，為未來支援讀寫困難學生的篩選工作、考量學生的識字能力的發展提供重要的評估工具。 / 發展程序及結果 / 建立《香港小學中文識字等級量表》共分爲五個階段。 / 第一階段：對香港教學漢字數據庫所收錄的3941個漢字做文本分析，通過對比香港已有的三套數據庫以及每個字在六套教材中首次出現的年級水平的眾數來決定每個字的教學年級水平，最終有3033個字被劃分出教學年級水平並被歸類編排到14個年級分字表中。我們統計每個年級的字表的生字量，發現一至六年級所要學習的生字量分別為：530,646,686,563,389,219。 / 第二階段：將14個年級生字表分別施測于香港小學一年級至六年級，每個年級的學生只需完成一套同等年級水平的生字表，結果發現小一至小六的學生對每個年級的生字的認識率已達到半數以上，生字識字量水平為：311，423，438，337，206，116。 / 第三階段：建構中文識字等級量表和閱讀流暢度測驗。首先，我們根據每個字在該年級學生中的通過率確定每個字在該年級的難度水平(L1-L5)。為了保證所抽取的字在年級內和年級之間存在難度梯度，我們將從一至六級字庫中的L3層和L4層抽取20個目標字。另外，在一級字庫的L2層和六級字庫的L5層分別再抽取10個字和20個字，共計150個字，將識字量表建構成一個有八個等級梯度的量表，包括兩個平行版本。此外，我們也基于該教學漢字字庫建構了兩套各包含200字的閱讀流暢度測驗作爲与識字等級量表相互驗證的效度指標，200字來源於一至四級字庫的L1層，每層抽取50字。 / 第四階段：將識字等級量表及其平行版本以及相關效標（新構建的兩個閱讀流暢度測驗和臺灣黃秀霜版中文年級識字量表）施測於香港12所不同等級的小學一至六年級，共計2056名學生。結果顯示，(1)識字等級量表內部一致性信度較高(alpha=.98)。(2)我們基于此次正式施測所獲得的識字能力的分布建構了識字等級量表的年級常模和年齡發展常模。(3)基于傳統的經典測量理論的項目分析以及項目反映理論的分析均發現，識字等級量表難度適宜，相比臺灣黃秀霜版的中文年級識字量表在項目的字頻分布、平均通過率、IRT難度參數這幾個指標上都有更清晰的等級梯度，更適合推廣至香港小學的一綫語文教學。(4)該量表可有效偵測到隨著年齡或年級的增長而發展的識字能力的變化、有效地預測學生在校語文綜合成績。 / 第五階段：爲了進一步驗證識字等級量表的效度，我們在另一項閱讀困難研究項目中加入了該量表，以檢驗識字等級量表對閱讀困難兒童的鑒別。結果發現，該量表能有效地區別閱讀困難學生和普通學生在識字方面的差異。更重要的是，我們發現香港識字等級量表的常模對於香港小學生而言更具參照性。 / 結論 / 本研究基於香港小學教學漢字字庫所構建的中文識字等級量表是一套可靠、有效地反映學生識字能力的個體差異及其發展變化的工具。我們同時建構了小一至小六的年級常模和年齡常模，為前線語文教師提供了一個瞭解學生識字差异的簡便操作的評估工具，具有重要的教學參照價值。 / Background / Word identification is increasingly recognized to be a prerequisite for each child to acquire knowledge and culture in a colorful reading world. A valid assessment of a child’s word identification is very important for literacy instruction and evaluation. It also helps identifying children with literacy difficulties at an early stage because word identification is an important indicator of literacy difficulties. Existing measures of Chinese character identification are with limitations in several aspects. For example, some scales are designed for primary school children of low grades only. Also, most of the scales are of restricted use and can only be administered by professional educational psychologists or speech therapists. There has not been one standardized Chinese character identification scale with local norms for the use of Hong Kong primary school teachers. The present research attempted to construct a standardized Chinese character identification scale with local norms for primary school children based on a database of Hong Kong Chinese primary school texts. The Hong Kong Graded Chinese Character Identification Test (HKGCCIT) will offer teachers an assessment tool to assess the word recognition level of their students. The assessment result will help teachers identify at-risk readers and plan for instruction and remediation. / Methods and Results / There were five phases in the development of the HKGCCIT. / In the first phase, a database of 3033 Chinese characters was constructed based on six widely used primary texts in Hong Kong. Difficulty level of each character was determined through a series of procedures. The numbers of characters in each grade were 530, 646, 686, 563, 389, and 219 respectively. / In the second phase, the graded-characters were divided into 14 forms and were tried out with primary school children in several schools. It was found that the number of character successfully recognized by half of the tested students in each grade was 311, 423, 437, 337, 206 and 115, respectively. / The third phase was the construction phase of the HKGCCIT. First, we divided the database into six sub-databases and determined the difficulty level (L1-L5) of each character in the corresponding grade based on the passing rate. To ensure within-grade and between-grade difficulty levels of the selected characters, we separately randomly sampled 20 characters from L3 (passing rate: 40%-60%) and L4 (passing rate: 20%-40%) in the six sub-databases. In addition, we selected 10 characters from L2 in the grade-one sub-database and 20 characters from L5 in the grade-six sub-database. Thus, the HKGCCIT, with two parallel forms, was constructed as a graded scale with 150 characters and eight difficulty levels in total. Additionally, two forms of a reading fluency test with 200 characters were also developed to measure character reading fluency for six grades in this phase. / In the formal testing phase (i.e., phase 4), letters were sent to more than 100 schools for participation in the current study. Twelve schools from three bandings were selected to join the study. A total of 2056 students from grade-one to grade-six were tested. Two forms of the HKGCCIT and related validity measurements (i.e., two forms of reading fluency test, Taiwan Chinese Character Recognition Test) were administered. The results showed that: (1) The HKGCCIT had high internal consistency reliability coefficient (alpha=.98). (2) Grade and age development norms were constructed and the related percentile conversion tables and standardized-score conversion tables were created. (3) Item analysis based on classic testing theory and item response theory suggested that the HKGCCIT has moderate difficulty. Comparing with the Taiwan Chinese Character Recognition Test developed by Huang (2001), HKGCCIT has better fit on character frequency distribution, passing rate and IRT difficulty parameters. (4) It is an effective indicator of a child’s word identification achievement level and is highly correlated with the child’s Chinese language achievement in school. / In the validation phase (i.e., phase 5), some students with reading difficulties and average students from another study were tested by the HKGCCIT. The results showed that two groups with different reading levels demonstrated significant difference on the HKGCCIT. More importantly, we found that the norm of the HKGCCIT, in comparison to the Taiwan Chinese Character Recognition Test provides more accurate reference scores for Hong Kong students. / Conclusion / The HKCCIT, developed on the basis of a corpus of Hong Kong Chinese primary school texts, is a reliable and valid assessment tool of Chinese character identification achievement of Hong Kong primary school children. Local norms from grade-one to grade-six were established. It should be an easy assessment tool to identify at-risk readers and plan for instruction and remediation. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 伍秋萍. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 120-125). / Abstracts in Chinese and English. / Wu Qiuping. / Chapter 第一章 --- 引言 --- p.6 / Chapter 第二章 --- 識字的理論基礎及其相關研究的回顧 --- p.10 / Chapter 2.1 --- 識字的重要性：識字的發展及其與閱讀的關係 --- p.10 / Chapter 2.2 --- 識字的重要性：現實教學對基本識字量的要求 --- p.12 / Chapter 2.3 --- 識字能力的理論構念及其操作定義 --- p.15 / Chapter 2.4 --- 識字能力的心理測量 --- p.20 / Chapter 2.5 --- 本研究的編制目的 --- p.29 / Chapter 第三章 --- 測量理論及其編制框架 --- p.31 / Chapter 3.1 --- 編制量表的一般程序 --- p.31 / Chapter 3.2 --- 常用的項目抽樣範式的比較 --- p.32 / Chapter 3.3 --- 項目反應理論原理及其在閱讀測量中的應用 --- p.33 / Chapter 3.4 --- 信效度評價基礎：經典測量理論 --- p.37 / Chapter 3.5 --- 本研究的編制框架 --- p.43 / Chapter 第四章 --- 階段1:建構全港教學漢字字庫和編排年級生字表 --- p.45 / Chapter 4.1 --- 香港小學常用字字庫 --- p.45 / Chapter 4.2 --- 香港教學漢字資料庫的建構 --- p.46 / Chapter 4.3 --- 小學年級建議學習生字表 --- p.46 / Chapter 第五章 --- 階段2：年級生字表在香港小學一至六年級的認讀率調查 --- p.48 / Chapter 5.1 --- 調查目的 --- p.48 / Chapter 5.2 --- 研究對象 --- p.48 / Chapter 5.3 --- 測量工具 --- p.48 / Chapter 5.4 --- 調查結果 --- p.49 / Chapter 第六章 --- 階段3：識字等級量表和閱讀流暢度測驗的建構与預試 --- p.51 / Chapter 6.1 --- 識字等級量表的設計 --- p.51 / Chapter 6.2 --- 教學漢字的15套字集 --- p.54 / Chapter 6.3 --- 閱讀流暢度測試 --- p.55 / Chapter 6.4 --- 量表在香港普通小學的預試 --- p.56 / Chapter 第七章 --- 階段4.1：量表正式施測的標準化程序 --- p.58 / Chapter 7.1 --- 常模抽樣 --- p.58 / Chapter 7.2 --- 測量工具及其測試卷的編排 --- p.61 / Chapter 7.3 --- 施測程序的設計 --- p.61 / Chapter 7.4 --- 施測人員的培訓與分工 --- p.62 / Chapter 7.5 --- 施測場地和測試文具的預備 --- p.63 / Chapter 7.6 --- 施測程序的具體實施及其注意事項 --- p.64 / Chapter 第八章 --- 階段4.2：量表正式施測的結果與常模建構 --- p.66 / Chapter 8.1 --- 研究對象的人口統計學信息 --- p.66 / Chapter 8.2 --- 識字等級量表的項目特徵 --- p.66 / Chapter 8.3 --- 識字等級量表的記分方法的調整 --- p.68 / Chapter 8.4 --- 識字等級量表的信度 --- p.70 / Chapter 8.5 --- 識字等級量表的效度 --- p.71 / Chapter 8.6 --- 識字等級量表的常模建構 --- p.79 / Chapter 第9章 --- 階段5：識字等級量表對閱讀困難學生的鑒別 --- p.81 / Chapter 9.1 --- 研究對象 --- p.81 / Chapter 9.2 --- 測量工具 --- p.81 / Chapter 9.3 --- 結果 --- p.82 / Chapter 第10章 --- 討論和總結 --- p.86 / Chapter 10.1 --- 對識字等級量表的測量特性的評價與討論 --- p.86 / Chapter 10.2 --- 識字等級量表的使用細則及評分程序的修訂 --- p.94 / Chapter 10.3 --- 常模轉換表的使用和分數的解讀 --- p.96 / Chapter 10.4 --- 本量表與前人同類型識字量表的整體比較 --- p.98 / Chapter 10.5 --- 總結 --- p.99 / Chapter 附錄1. --- 致學校的研究計劃邀請函和參與研究計劃的意向書 --- p.102 / Chapter 附錄2. --- 家長同意書 --- p.105 / Chapter 附錄3.1 --- 識字等級量表學生測試版（樣題，量表前30題） --- p.106 / Chapter 附錄3.2 --- 識字等級量表V1記錄紙（樣題，前30題） --- p.107 / Chapter 附錄4.1 --- 識字等級量表年級常模的標準分、百分等級及原始分換算表 --- p.108 / Chapter 附錄4.2 --- 識字等級量表年齡常模的標準分及原始分換算表 --- p.112 / Chapter 附錄4.3 --- 識字等級量表年齡常模的百分等級及原始分換算表 --- p.116 / 參考文獻 --- p.120

published_or_final_version / Education / Master / Master of Education