The Study of the Relationship of the Ability Among Word Recognition,Pragmatics and Reading Comprehension of the Fourth Graders in Mid-Taiwan

• Main Authors: Hsin-Ju Tsai, 蔡欣儒
• Other Authors: 蘇伊文
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/91065293242546085357

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 98 === The relationship of the ability among word recognition, pragmatics and reading comprehension were very complex. Some studies found that the relationship among the three abilities was positively significantly related. However, some had opposite opinion, which was thought of no correlation. The purpose of the study was to explore the relationship of the ability among word recognition, pragmatics and reading comprehension of the fourth graders in mid-Taiwan. For conducting this study, the researcher designed three different tests to assess abilities of word recognition, pragmatics and reading comprehension of fourth grade students, who were during the critical period – “learn to read” switch to “read to learn” according to Chall (1976). By completing these assessments, the researcher got the conclusions as follows: a.word recognition was equal to literacy. b.The relationship of the ability between word recognition and pragmatics were positively significantly related. c.The relationship of the ability between word recognition and reading comprehension were positively significantly related. d.The relationship of the ability between pragmatics and reading comprehension were positively significantly related. e.The relationship of the ability among word recognition, pragmatics and reading comprehension were positively significantly related. f.The gap between the rural and urban area would not necessarily affect the abilities of word recognition, pragmatics and reading comprehension. According to these conclusions, some suggestions were provided.