李宏鎰邱敬雅Ching-Ya Chiu語言治療與聽力學系語言組2026-03-199999/12/312022https://handle.ncl.edu.tw/11296/9jeh9whttps://scholars.csmu.edu.tw/handle/123456789/6181本研究目的為探討有、無鏡像字書寫之國小學童的字形處理，研究對象包含了國小二、三、四年級學童共56名，研究設計上，以長期記憶書寫作業和短期記憶書寫作業兩項書寫作業了解學童的鏡像字書寫情形，依此將學童分為有、無鏡像字書寫兩組進行識字量、工作記憶、像字判斷測驗表現的比較，以了解兩組學童在識字量、工作記憶、組字規則知識和字形處理速度、是否出現正像和鏡像字混淆以及處理正像和鏡像字的反應時間上是否存在差異。 研究結果發現有鏡像字書寫的學童在字形處理反應時間上明顯較無鏡像字書寫學童慢，但在識字量表現、工作記憶表現上無明顯差異，並且發現有、無鏡像字書寫組皆具備組字規則知識、辨識正像和鏡像字的能力以及文字方向敏感性。本研究中發現有鏡像字書寫學童對於字形的熟悉度較低，有較低的自動化處理能力，因此建議在臨床上可以透過增加學童對於字形的熟悉度以提高自動化字形處理能力，並加強學童自我監控的能力。The purpose of this study is to explore the grapheme processing in elementary school students with and without mirror writing. 56 students in grades 2 to 4 were included in this study and were divided into with and without mirror writing group by two Chinese writing tasks related to long-term and short-term memory, respectively. Students have to complete assessment of Chinese character list, working memory measure and characters decision task which examine the orthographic reading skills of Chinese character and the performance of deciding whether mirror characters were like a real Chinese characters or not to analysis and compare their performance on size of Chinese characters, working memory scores, orthographic reading skills and the orientation sensitivity of written characters. Result indicated that the students with mirror writing group took more time in grapheme processing, and both groups have no significant difference in the size of Chinese characters and working memory scores. Furthermore, both groups have orthographic reading skills and orientation sensitivity to identify characters in normal and mirror orientation. Results show that the automatic grapheme processing difficulties was found in students with mirror writing. Accordingly, it was suggested to improve their grapheme familiarity and the ability in automatic grapheme processing.鏡像字書寫組字規則字形處理Mirror writingOrthographyGrapheme processingthesis