本論文包含兩個研究。研究一的部分，將98學年度國民小學一至六年級的國語科教材，包括南一、康軒及翰林三種版本所列之生字作特性上的分析（包括字元種類、空間結構、視覺複雜性、語音規則性及一致性、聲旁和部首家族數、語義透明度，以及獨立性和附著性的部件等），並依中文閱讀習得理論及過去實徵研究的結果檢視國小國語科課本生字編排的適切性。整體而言，臺灣地區教育部審定的國小國語課本，相較於北京地區及香港地區的國小國語科教材，其生字編排的方式仍算適切，雖然顯現了簡體字與繁體字彼此間的特殊性，亦反映出不同區域政策對於選擇和落實教育方案時其迥異的本質，但應有助於初學識字學童的認字發展。此外，研究一之結果亦作為研究二挑選實驗材料的依據。

研究二則以3×2×7（年級×規則性×刺激項類別）的三因子混合實驗設計，採取Khomsi作業，並輔以部首辨識作業，據以瞭解初學識字國小學童所採取之認字策略的發展情形。普遍而言，一年級學童的識字過程會受字形線索所影響，但已能透過高頻字的聲旁所提供的字音作為其認字策略；至二年級之後，字形線索的影響逐漸變小，但聲旁線索的影響卻依舊仍在；至三年級，學童仍會採取聲旁線索作為其認字策略，但隨著識字經驗及字彙能力增加，此時高頻字的語音規則性影響逐漸變小，但對於透明字的辨識，已懂得運用高頻部首所提供的字義訊息作為其認字策略，並開始發展出部首覺識的能力。

本研究已建立臺灣地區國小國語科教材的中文字特性資料庫，出版商修訂其國語教科書或課程發展者編製補教教學教材皆可以其作參考，甚至後續研究者亦可以其作為實驗材料選取之依據。

Study 1 aims at analyzing the properties of the listed vocabularies which are included in three versions of current mandarin textbooks, Nan-Yi, Kang-Syuan and Han-Lin, for students in grade one to grade six. The characteristics of vocabularies, including types of characters, spatial structure, visual complexity, phonetic regularity, phonetic consistency, semantic transparency, independent and bound components, as well as phonetic and semantic radical families, are carefully analyzed. In general, the elementary level mandarin textbooks validated by the Taiwanese Ministry of Education may display differences between the simplified and traditional characters, when compared to those used in China or Hong Kong. The results of Study 1 were also used to select types of stimuli for Study 2.

A 3×2×7 (grade level x regularity x stimulus type) mixed-factor design was adopted in Study 2 to investigate the development of character-identification strategies among Chinese beginning readers. Khomsi’s task was the major task and radical identification task was the minor. Generally speaking, the first graders more rely on configuration and the pronunciation provided by the phonetic radicals as clues to identify characters when they read high-frequency words. The second graders less rely on configuration of characters as the dominant cue, but they still use phonic radicals as clues to recognize characters. As for third graders, except for phonetic radicals, they seem also use high-frequency semantic radicals as clues to recognize characters. In third grade, the influence of phonetic regularity on high-frequency character identification seems to gradually decrease. Moreover, students’ radical awareness start to sprout.

This research established a property database of Chinese character for mandarin textbooks used in Taiwanese elementary schools. This database can be a reference for both the mandarin textbook publishers and the instructional supplement materials which are compiled by the course developers. It is also a useful resource for future researchers to select experimental materials.

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