期刊目錄列表 - 60卷(2015) - 【教育科學研究期刊】60(1) 三月刊
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文本適讀性分級架構之建立研究
作者:陳茹玲(國立臺東大學師資培育中心)、蔡鑫廷(國立臺灣師範大學教育心理與輔導學系)、宋曜廷(國立臺灣師範大學教育心理與輔導學系)、李宜憲(國立臺灣師範大學心理與教育測驗研究發展中心)
卷期：60卷第1期
日期：2015年3月
頁碼：1-32
DOI：10.6209/JORIES.2015.60(1).01
摘要：
本研究首先整合閱讀理論與傳統文本分級研究，建立一「文本適讀性分級架構」，此架構包含印刷、語言與文學、體裁、內容及多樣性等五大構面，以及其下的十七類準則及五十八個適讀性指標。接著以層級分析法探討25位閱讀領域的研究與教學專家對架構中各構面、準則與適讀性指標之於文本適讀性重要性的認知。結果顯示：「內容」為影響文章理解最重要的構面，其次依序為「語言與文學」、「體裁」、「多樣性」與「印刷」構面。整體權重值最高的前五個適讀性指標為「真實性」、觀點「一致性」、「觀點數」、概念「深度」及「大眾文化」；最低為「文本尺寸」。本研究建立的「文本適讀性分級架構」，包含影響理解的各個重要構面，並可以客觀量化適讀性指標的重要性，提供更周延的文本分級。
關鍵詞：層級分析法、適讀性、適讀性分級架構、適讀性指標
《詳全文》
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- 宋曜廷、陳茹玲、李宜憲、查日龢、曾厚強、林維駿…張國恩（2013）。中文文本可讀性探討：指標選取、模型建立與效度驗證。中華心理學刊，55（1），75-106。doi:10.6129/CJP.20120621【Sung, Y.-T., Chen, J.-L., Lee, Y.-S., Cha, J.-H., Tseng, H.-C., Lin, W.-C., …Chang, K.-E. (2013). Investigating Chinese text readability: Linguistic features, modeling, and validation. Chinese Journal of Psychology, 55(1), 75-106. doi:10.6129/CJP.20120621】
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Journal directory listing - Volume 60 (2015) - Journal of Research in Education Sciences【60(1)】March
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The Development of a Text Leveling Framework
Author: Ju-Ling Chen(Center for Teacher Education, National Taitung University), Shin-Ting Tsai(Department of Educational Psychology and Counseling, National Taiwan Normal University), Yao-Ting Sung(Department of Educational Psychology and Counseling, National Taiwan Normal University), Yi-Shian Lee(Research Center for Psychological and Educational Testing, National Taiwan Normal University)
Vol.&No.：Vol. 60, No. 1
Date：March 2015
Pages：1-32
DOI：10.6209/JORIES.2015.60(1).01
Abstract：
In this study, reading theories and traditional text leveling systems were integrated and a text leveling framework comprising five aspects (i.e., print features, language and literary features, text structure, content, and diversity), 17 criteria, and 58 indicators was developed. Subsequently, 25 experts in the reading research and reading education fields were invited to assess the importance of these aspects, criteria, and indicators to text leveling. Data were analyzed using the analytic hierarchy process. The results show that content was the most critical aspect influencing text comprehensibility, followed by language and literary features, text structure, diversity, and print features. Overall, the five indicators in this framework with the highest global weight were truthfulness, consistency of perspective, number of perspectives, depth of concepts, and popular culture. Text length exhibited the lowest global weight. The text leveling framework established in this study includes all the major dimensions affecting comprehension and, through objectively quantifying the importance of leveling indicators, provides highly comprehensive text leveling.
Keywords：analytic hierarchy process, leveling, leveling framework, leveling indicator