A Research of students with different types of comprehension

• Main Authors: Hsiou-Wen Yang, 楊秀文
• Other Authors: Mei-Fang Chen
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/47942223079024040724

碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 89 === The purpose of this study was to examine the relative contributions of working memory, listening vocabulary, listening memory, word recognition, and phonological processing on listening and reading comprehension performance. This study also compared the competencies of working memory, listening vocabulary, listening memory, word recognition, and phonological processing of four groups of students of different comprehension types. The sample of this study included 814 second-grade-students from Zhong-Shan elementary school, Ren-Ai elementary school, Feng-Rong elementary school, and Bao-Sang elementary school. All students took the Language Comprehension Test, and were divided into four groups of comprehension type by the scores. These four groups were listening superior type, reading superior type, even type, and inferior type. There were 20 students in each group, and each group took the examinations of working memory, listening vocabulary, listening memory, word recognition, and phonological processing. The Statistics of one-way analysis of variance and Pearson correlation coefficient test were used to analyze the data. The major findings of this study were concluded as the followings: 1. Listening and reading comprehension were positively related to listening vocabulary and listening memory. The result indicated that listening memory, listening vocabulary were the components of both listening comprehension and reading comprehension, which might be the basic abilities of comprehension. 2. Working memory, phonetic spelling, and phonological recoding were positively related to reading comprehension, but not significantly related to listening comprehension. This indicated that working memory, phonetic spelling, and phonological recoding might be the abilities needed in decoding in the reading process. 3. There were significant differences between four comprehension types of students in the scores of working memory, listening vocabulary and phonological recoding. This result indicated that some comprehension types could be successfully differentiated by these variances. 4.The result of the case study indicated that the subject of inferior type was poor in both listening comprehension and verbal ability; the subject of listening superior type was good in both listening comprehension and verbal ability. The result also indicated that the subject of reading superior type was good in verbal ability but poor in listening comprehension. The researcher concluded that the failure in listening comprehension might be related to the difficulty in listening reaction time and listening differentiation. Limitations of this study, suggestions for future studies and reading instructions were discussed in this paper.