本研究探究一至二年級學童聽覺詞彙知識與其應用中文詞彙訊息認字之發展情形。 研究設計採為期一年的縱貫性研究並搭配生字認讀實驗，分別探討（a）聽覺詞彙能力 在一至二年級學童認字發展上的重要性、（b）單字或詞彙情境認字的成長表現、以及（c） 聽覺詞彙訊息對學童認讀生字的影響。共有126 位學童持續在一年級至二年級階段參與 本研究。一、二年級聽覺詞彙知識為學童認字發展的重要能力之一，尤其在詞彙認讀的 情境下更為顯著，但學童在單字或詞彙情境認字的發展並無顯著差異。實驗研究結果則 發現，聽覺詞彙知識與詞彙訊息對學童認讀生字均有正面的影響效果，且高聽覺詞彙能 力學童運用詞彙訊息來認讀生字的能力高於低聽覺詞彙學童。研究者根據以上研究結果， 在中文認字理論基礎下進行分析探討，並在閱讀教學上提出建議。

This study longitudinally investigates the effect of children’s vocabulary knowledge and their ability to apply its semantic information on reading novel characters from grade 1 to grade 2. A 1-year longitudinal study with novel character reading task was used to investigate (a) the importance of receptive vocabulary knowledge on the development of character reading from grade 1 to grade 2; (b) the differences in character reading with single or multi-character words; and (c) the impact of vocabulary information on children’s novel character reading performance. A total of 126 participants were recruited in this study during their transition from 1st to 2nd grade. The results revealed that vocabulary knowledge was important in children’s character reading from grade 1 to grade 2, particularly when reading multi-character words. However, there is no significant difference between reading single or multi-character words. Nevertheless, the study suggested that both receptive vocabulary knowledge and vocabulary information affected novel characters reading significantly. In addition, children with better receptive vocabulary knowledge outperformed those with weaker receptive vocabulary knowledge when reading novel characters relying on their knowledge in vocabulary information. The theoretical implication and practical application of these results are also presented at the end of this report.