| Summary: | 碩士 === 國立臺東大學 === 特殊教育學系碩士班 === 96 === The purpose of the present study attempted to construct a 2-character word-naming speed instrument to discover the effects of phonological awareness and Chinese naming speed (Chinese-phonetic-symbol naming, character naming, and 2-character word naming) on reading abilities.
The participants were 271 elementary school students from 3 second-grade, fourth-grade and sixth-grade classes respectively. All participants received 6 tests of phonological awareness, Chinese-phonetic-symbol naming speed, character naming speed, 2-character word naming speed, Chinese reading comprehension, and Chinese-word recognition.
The main findings were as follows. 1. The self-developed 2-character word naming speed test had good test-retest and alternative form reliability. Besides, the test correlated with Chinese reading comprehension, Chinese-word recognition, and highly correlated with other naming tests. These evidence are considered of having good construct validity. 2. Phonological awareness and 3 Chinese naming speed tests among grade levels were significantly different. Children read the 2-character word naming speed test much faster than character naming and Chinese phonetic symbol naming tests. Besides, comparing with other naming tests, the word naming speed test seemed to be a better index which test it is. 3. Phonological awareness and Chinese naming both correlated with reading abilities. This study found that the relationship between Chinese naming speed and reading ability were higher than that of phonological awareness and reading ability. Among the phonological awareness subtests, tone awareness had the highest correlation coefficient with word recognition. Among the Chinese naming speed tests, 2-character word naming had the highest correlation coefficient with word recognition.4. Chinese naming speed was a better predictor of reading abilities than phonological awareness. The 2-character word naming test was the best predictor when accounting for the variance of word recognition in 2nd and 4th grade. In 6th-grade, however, the best predictor turned out to be the character naming test. When predicting reading comprehension, the character naming test was the best predictor in students of 3 grade levels
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