| 摘要(英) |
The purpose of this study is to develop a "Chinese Word Recognition Test for Taiwanese children", so that it can be applied to students aged 5-10 whose first language is Chinese in the Taiwanese language environment, which is a supplement to the domestic word recognition test tools. Based on the Simple View of Reading model proposed by Gough and Tunmer(1986), the test compiled in this study, which explores the relationship between children′s ability to decode written vocabulary , and show children′s language understanding in terms of Chinese vocabulary. This study is divided into pre-test interview, pre-test and formal test. In the pre-test interview stage, the subjects were children aged 5-10 years old. After trying 87 multiple choice questions, 10 children aged 5-10 years old were interviewed one-to-one to ensure the difficulty of vocabulary and whether the instruction was in line with the children′s understanding range. In addition, 15 kindergarten students were asked to answer the test, which was divided into paper tests and online tests to find the subjects in a convenient sampling way. The paper test subjects were interviewed, and the fluency of the online test system was observed. In addition, teachers were asked to fill in a questionnaire to evaluate the difficulty and relevance of the questions. After integrating the opinions of the interviewees and the teacher questionnaire, the pre-test was conducted after adjusting the appropriateness and difficulty of the 87 questions. The pre-test subjects were kindergarten senior class and primary school students in grades 1-4, a total of 177 samples, during the process of group testing. In order to take the computerized test, PsychoPy software was used to establish the test process, and the content of online test was provided through the Pavlovia platform. There were 87 pre-test questions. According to Classical Test Theory (CTT) and Item Response Theory (IRT), in the pre-test stage, this test uses the analysis of classical pass rate, classical discrimination and Rasch difficulty as the criteria to determine the deletion of questions. The average value of classical passing rate is 0.57, the average value of classical discrimination is 0.61, and the average value of Rasch difficulty is -0.2. Question 51 and Question 53, due to the above three indicators are low, judged to be too difficult, so 85 formal test questions were selected to compile the Chinese word recognition test for Taiwanese children. A total of 288 samples were collected from kindergarten senior class and primary school students in grades 1-4. Using online test, using computer, tablet as testing tools. For the formal test results, the mean of Rasch difficulty was -0.59, the mean of classical discrimination was 0.66, the mean of classical passing rate was 0.57, the mean of the whole was 48.6, and the standard deviation was 27.9. At the same time, the Peabody Picture Vocabulary test-revised (PPVT-R) will also be used as the criterion of this study, because PPVT-R is a representative Vocabulary Test for children. Therefore, as the calibration correlation validity of this test, it is convincing. The results show that the correlation between this test and PPVT-R is.771, which is statistically significant. The validity of this test is confirmed by PPVT-R. In terms of internal consistency, the calculated result using Cronbach′s Alpha value is.986, while the broken half reliability is divided into two halves using single and even numbers, and the analysis result is.98. In summary, this test has good reliability and validity, indicating that this test is effective in measuring the word recognition ability of children aged 5-10. There was no significant correlation between this test and socioeconomic Status (SES). In the future, this test will be able to provide educators, listening to measure vocabulary, also the assessment of 5 to 10 years old children, in the word recognition ability estimate, and help to teach the diagnosis of children′s current word vocabulary ability. |
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