Miscue Analysis of Chinese Children's Reading Behavior at the Entry Level
从阅线索导向分析来看中国儿童的阅读行为
Ji-Mei Chang 张稚美; Daisy L. Hung 洪兰; and Ovid J.L. Tzeng 曾志朗

Abstract 摘要
The qualitative nature of basic processes in reading Chinese texts was examined by analyzing the on-line reading performance of 32 school-labeled disabled and normal Chinese elementary readers in Taipei, Taiwan. Comparisons of oral reading responses were made between these two groups of readers through a process-oriented analysis procedure in which reading errors were categorized with respect to the influences of various cues, such as syntactic, semantic, graphic, and sound cues. Results of the analysis revealed that all readers, both disabled and normal, used various language cues in oral reading suggesting a universal aspect of reading process. However, there were orthography-specific effects due to the unique Chinese writing system. Finally, the analysis indicated that the disabled readers were unable to use the spoken speech as a means of holding seemingly disjoined Chinese characters together. Consequently, they were unable to decipher the intended meaning from printed words as presented in the passage.

本文主要是以＂阅读线索导向分析＂的方法来探讨阅读障碍儿童及正常儿童在阅读历程上是否有性质上的不同。所谓＂阅读线索导向分析＂指的是读者在阅读过程中，利用已有的知识，如文法上的，字义上的，字形上的或字音上的各种线索来促进或提升阅读的了解。一般来说，初学者在朗读课文时，读出来的和课本印的常会有偏差。从这个偏差的导向，我们可以推测他们在阅读时所引用的线索。分析这些线索可以帮助我们了解阅读障碍儿童是在阅读的那一个阶段产生问题，从而课求补助的方法。在本文里，我们没有采用一般的用语＂阅读错误＂而用＂线索导向＂是为了避免＂阅读错误＂这个词本身所含的负面意义。严格说来，这些不同的线索在性质上并不相等，不能把它统统归于＂阅读错误＂，他们各自代表着不同的意义：如字义上的替换－－把＂愉快＂念成＂高兴＂，在质上并不等于字形上的替换如把＂自＂看成＂白＂，因而把＂自己＂念成＂白天＂。本实验用了十六个台北小学三，四年级的阅读障碍儿童为实验组十六个同年级的正常儿童为控制组。他们的朗读线索导向分析显示两组都采用各种不同的语言上的线索，支持了阅读策略普遍性的说法。即任何书写文字，他的读者都会使用语言上的线索来帮助阅读使尽快达到意义的层面。本实验同时观察到初学者在阅读中文时常有＂字对字的替换＂，从而引起意义的改变而扰乱阅读的进行。这种情形最常发生在字形相似的字中，而比较少字义或字音的替换。初学者面临的另一个难题为断词。因为中文每个字之间的间隔是一样的，因此双字词或三字词的断词对初学者是很难的。这种因为断词的不对而引起的阅读线索的错误归纳在阅读障碍儿童中最常发生。可能是因为口语词汇不足，使得他们无法利用前一个字的音来推测下一个字。

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