published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

伍惠章. / 論文(碩士) -- 香港中文大學硏究院敎育學部,1995. / 參考文獻: leaves 72-83. / Wu Huizhang. / Chapter 第一章 --- 前言 / Chapter 第一節 --- 硏究動機 --- p.1 / Chapter 第二節 --- 硏究意義 --- p.2 / Chapter 第三節 --- 硏究問題及目的 --- p.3-5 / Chapter 第二章 --- 文獻及理論 / Chapter 第一節 --- 閱讀速度的界說 / Chapter (一） --- 影響閱讀速度的早期看法 --- p.6-8 / Chapter (二） --- 閱讀速度的認知觀念 --- p.9-10 / Chapter (三） --- 「速讀」與「讀聽」的界說 --- p.11-12 / Chapter 第二節 --- 閱讀速度與閱讀準確度的關係 / Chapter (一） --- 認知速度與閱讀速度關係的硏究 --- p.13-15 / Chapter (二） --- 認知能力與閱讀準確度關係的硏究 --- p.16-17 / Chapter (三） --- 閱讀速度與閱讀準確度關係的硏究 18- --- p.20. / Chapter (四） --- 訓練對改善閱讀速度的硏究 --- p.21-23 / Chapter 第三節 --- 讀聽理論 / Chapter (一） --- 閱讀理解過程 --- p.24-26 / Chapter (二） --- 讀聽理論I& II及其操作定義 --- p.26-36 / Chapter 第三章 --- 硏究方法 / Chapter (一） --- 假設 --- p.37 / Chapter (二） --- 樣本 --- p.37-39 / Chapter (三） --- 材料 --- p.40 / Chapter (四） --- 工具 --- p.40-44 / Chapter (五） --- 訓練方法 --- p.44-45 / Chapter (六） --- 實驗程序 --- p.45-46 / Chapter (七） --- 資料分析 --- p.46 / Chapter 第四章 --- 結果與討論 / Chapter (一） --- 閱讀速度的硏究 --- p.47-50 / Chapter (二） --- 閱讀理解準確度硏究 --- p.50-57 / Chapter (三） --- 閱讀速度與閱讀準確度的關係硏究 --- p.58-65 / Chapter (四） --- 閱讀速度與閱讀效能的關係 --- p.65-66 / Chapter 第五章 --- 摘要、結論與建議 / Chapter (一） --- 摘要 --- p.67-68 / Chapter (二） --- 結論 --- p.69-70 / Chapter (三） --- 建議 --- p.71 / 參考文獻 --- p.72-83 / 附錄 一.中二學生閱讀速度常態測驗 (塡充題測驗） --- p.84 / Chapter 二. --- 中二學生閱讀速度常態測驗 --- p.85 / Chapter 三. --- 中二學生閱讀速度常態是非題 及答案 --- p.86 / Chapter 四. --- 擴闊視域訓練字串卡 --- p.87 / Chapter 五. --- 讀速訓練上課時間表 --- p.88 / Chapter 六. --- 速讀練習登記表 --- p.89 / Chapter 七. --- 控制組及實驗組學生的閱讀 速度常態測驗(塡充題測驗） --- p.90 / Chapter 八. --- 控制組及實驗組學生的閱讀 速度常態測驗 --- p.92 / Chapter 九. --- 控制組及實驗組前測的匹個 閱讀理解準確度測驗及答案 --- p.94 / Chapter 十. --- 控制組及實驗組後測速度測 試及答案 --- p.100 / Chapter 十一. --- 控制組及實驗組後測的匹個 閱讀理解準確度測驗及答案 --- p.102

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

The main objective of the present thesis was to examine whether and how do different aspects of oral language skills have important contribution for the development of reading comprehension among young Chinese children. In Study 1, a three-wave longitudinal study (from K2 to P1) was conducted with 91 Chinese children, to whom measures of oral language (vocabulary, grammar and narrative discourse), word-level skills (phonological, orthographic, and morphological skills), and word reading were administered at all three time points, and reading comprehension at K3 and P1. This study found that K2 oral language skills explained considerable variance in subsequent word reading and reading comprehension two years later, and their longitudinal contribution appeared to be more important than that of K2 word-level skills. Moreover, it was found that the first-graders showed rudimentary abilities in some higher-order text comprehension skills in spoken language (e.g., sentential ambiguity detection and monitoring of textual coherence), and these language skills were highly associated with children’s reading comprehension. Results of multiple regression analyses showed that these skills had unique contribution to reading comprehension at P1 over and above that of word reading, word-level skills, and general oral language skills (i.e., vocabulary, grammatical and narrative discourse skills). The longitudinal data further demonstrated the unique prediction of sentential ambiguity detection over time. Overall, SEM analyses revealed that although the role of word reading ability was prominent to beginning reading comprehension, children’s early oral language skills at preschool were found to make an independent path to later reading comprehension through facilitating the subsequent development of higher-order comprehension skills at both sentence- and discourse-level. Since Study 1 demonstrated the importance of sentential ambiguity detection to reading comprehension, Study 2 focused on examining the emerging development of this skill in Chinese children from K2 to P1. A phase model was proposed which hypothesized that children gradually acquired the three sub-skills of sentential ambiguity detection (i.e., homophone detection, lexical ambiguity detection in sentence, and structural ambiguity detection in sentence) through successive phases. Study 2 further demonstrated the contribution of vocabulary, grammatical, and lexical compounding skills for the early acquisition of ambiguity detection in Chinese children. In Study 3, one of its aims was to determine the extent to which different kinds of preschool cognitive skills significantly predicted later word reading difficulties at the end of first grade. The results highlighted the important predicting role of meaning-related cognitive skills (i.e., vocabulary, lexical compounding, and homophone detection skills) in addition to that of phonological and orthographic skills. Apart from focusing on children’s word reading problems, Study 3 further used K-mean cluster analysis to identify a group of children at first grade, whose reading comprehension fall short of their average or good word reading ability. It was found that these unexpected poor comprehenders showed weaknesses in skills that are specifically related to text comprehension: sentential ambiguity detection, comprehension monitoring, and working memory. The practical implications for early literacy instructional approaches and early identification of children with reading difficulties were discussed. / published_or_final_version / Psychology / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education

蘇月華. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1996. / 參考文献 : leaves 87-94a / Su Yuehua [So Suet Wah]. / Chapter 第一章 --- 導言 --- p.1-3 / 研究背景 --- p.1 / 研究意義 --- p.1 / 「閱讀理解能力」的界定 --- p.2 / 「成績稍遜閱讀者」與「一般閱讀者」的界定 --- p.3 / 研究問題 --- p.3 / Chapter 第二章 --- 理論基礎 --- p.4-22 / Perfetti的閱讀能力的認知因素理論 --- p.4-9 / 閱讀能力的性質 --- p.4 / 閱讀能力的認知因素 --- p.4 / 認知因素的能力差異 --- p.6 / 閱讀能力的認知因素模式 --- p.7 / Anderson 的 ACT 衍生理論 --- p.10-16 / 記憶系統和知識表象 --- p.11 / 記憶擴散激活理論 --- p.11 / 認知技能的獲取 --- p.12 / 閱讀理解與ACT衍生理論 --- p.13 / Kintsch & van Dijk 的閱讀理解模式 --- p.17-22 / 篇章的語義結構 --- p.17 / 篇章的理解過程 --- p.18 / 影響篇章理解的因素 --- p.21 / Chapter 第三章 --- 文獻綜述 --- p.23-33 / 有關優與劣閱讀者的研究 --- p.23 / 字詞方面 --- p.23 / 句義方面 --- p.26 / 篇章方面 --- p.29 / 測量閱讀的工具 --- p.34 / Chapter 第四章 --- 研究設計 --- p.36-46 / 研究假設 --- p.36 / 研究方法 --- p.37 / 對象 --- p.37 / 工具 --- p.37 / 測試程序 --- p.42 / 評分方式 --- p.43 / 資料分析和統計 --- p.44 / Chapter 第五章 --- 結果與討論 --- p.47-79 / 研究資料結果 --- p.47 / 九項測驗的因素分析 --- p.47 / 分組比較一 一九項測驗結果 --- p.49 / 分組比較一 一三個閱讀範疇結果 --- p.54 / 分級比較一 一三個閱讀範疇結果 --- p.58 / 分組比較一 一五項反應時間結果 --- p.61 / 各項分數與反應時間的關係 --- p.66 / 討論部分 --- p.69 / 字詞方面的差異 --- p.69 / 句子方面的差異 --- p.72 / 篇章方面的差異 --- p.75 / Chapter 第六章 --- 結論、研究限制及建議 --- p.80-85 / 結論 --- p.80 / 研究限制 --- p.83 / 建議 --- p.84 / 參考文獻 --- p.85-94 / 附件 / 附件一：中一集體測試試題 --- p.95 / 附件二 ：中三集體測試試題 --- p.105 / 附件三：中一和中三個人電腦測試試題 --- p.115

published_or_final_version / Education / Doctoral / Doctor of Philosophy