以幼兒園孩童工作記憶及知覺動作技巧作為其小一書寫表現之預測因子探討

Abstract

背景：書寫為學齡孩童重要的職能，尤其對書寫初學階段的小一生更是不容忽視。及早在幼兒園階段發現會影響孩童未來書寫表現的因子並針對其提供適當的訓練與策略顯得極為重要。目前少有追蹤型研究探討幼兒園孩童的書寫前技巧，對其小一書寫表現的影響；另外，也鮮少研究全面考量對小一孩童重要的書寫任務及不同任務對書寫表現的影響。因此，本研究目的為探討幼兒園孩童的書寫前技巧：精細動作、視知覺、視動整合及工作記憶對其小一不同書寫任務表現之影響。 方法：本研究共招募30位大班孩童，在幼兒園時期評估書寫前技巧；小一時期評估其書寫表現。書寫前技巧以本團隊所開發之平板電腦軌跡描繪測驗評估孩童精細動作；視知覺發展測驗第四版評估視知覺；拜瑞－布坦尼卡視覺－動作統整發展測驗第四版評估視動整合以及兩種工作記憶能力測驗；而孩童需完成四種抄寫任務及基本讀寫字綜合測驗作為其書寫表現。透過階層回歸分析探索小一孩童書寫表現的顯著預測因子。 結果及結論：研究結果發現幼兒園時期之視知覺可以有效預測基本讀寫字綜合測驗之表現，工作記憶也為顯著預測因子，並在加入模型後有助於解釋力提升。而視知覺及視動整合可以有效預測其小一近抄中文易讀性。在四種抄寫任務中，視知覺能力在延遲抄寫正確率中扮演重要角色；而不熟悉字抄寫的正確性及四種抄寫任務的筆畫停頓時間則深受工作記憶的影響。未來針對幼兒園孩童可以提供相關預測因子之介入或教學，以達到預防書寫困難之效果。並且可以多加留意工作記憶對整體書寫表現、抄寫時動作停頓所帶來的影響。

Background: Handwriting is a crucial occupation for school-age children, especially for first graders who are at the beginning of writing. Early intervention and strategies are important for those who are at risk of handwriting deficiency. Currently, there are few longitudinal studies investigating the impact of handwriting prerequisites in preschoolers on their writing performance in the first grade. Additionally, there is limited research that comprehensively considers writing tasks vital to first graders and how different task contexts impact their writing performance. Therefore, the aim of this study is to explore the influence of handwriting prerequisites, including fine motor skills, visual perception, visual-motor integration, and working memory, on the performance of first-grade children in different writing tasks. Method: The study recruited 30 children in the last year of kindergarten, assessing their handwriting prerequisites; the children's writing performance would be evaluated while in the first grade. Fine motor, visual perception, visual motor integration, and working memory performance were assessed as handwriting prerequisites. In addition, children were instructed to complete four copying tasks and Battery of Chinese Basic Literacy (BCBL) as their writing performance. Hierarchical regression analysis was adopted to analyze the predictive value. Results and conclusion: The study findings revealed that visual perception during the preschool period can effectively predict performance in the BCBL, with working memory also being a significant predictor and contributing to improved explanatory power when added to the model. Moreover, visual perception and visual motor integration can effectively predict the legibility of familiar copying in first graders. Among the four copying tasks, visual perception plays a crucial role in the accuracy of delayed copying, while the accuracy of copying unfamiliar characters and the still time of per stroke in the four copying tasks are strongly influenced by working memory. In the future, interventions or teaching strategies targeted at preschool children can be tailored to address the relevant predictive factors, which can effectively prevent potential handwriting difficulties. Additionally, attention could be paid to the impact of working memory on overall handwriting performance and stroke pauses during copying tasks.