| Summary: | 博士 === 國立嘉義大學 === 教育學系研究所 === 102 === Cartoon film was the subject of this study which was based on the cartoon watching and dialogue oral reading to explore the effect of promoting word recognition ability of first grade students. There were three groups in this experiment, divided into readers group of dialogue oral reading with peers tutoring, readers group of dialogue oral reading, and subtitle group of dialogue oral reading. Each group consists of one class. All students will have word recognition ability tests edited by the researcher before and after the experiment. The contents of these tests were composed of the words from cartoon dialogue according to its frequency of occurrence, and the testing way was to read and pronounce these words. As a result, after receiving the 24 classes of cartoon reading learning, comparing with these groups, there were significant different effects of teaching among them. The readers group of dialogue oral reading with peers tutoring was rated a good performance, the second one was readers group of dialogue oral reading, and the last one was subtitle group of subtitle oral reading.
Besides, this study also found out some errors in the words recognition testing and then concluded them to discuss the strategy of word recognition for first grade students. In the initial discovery, the two kinds of errors patterns were Using Clues from Memory Representation of Phrases and Using Clues from Memory Representation of Characters. We have the following conclusion by analyzing these error patterns:
1.Memory Representation of Phrases was a transition thing from Children’s spoken language to written language.
2.The first grade students may know how to recognize the Chinese character by means of generalization strategy.
3.The first grade students may recognize the unfamiliar words’ pronunciation by phonetic components.
4.Each student has different way to recognize the characters.
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