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題 名 | 國小一年級疑似閱讀障礙兒童之觀察研究=Use of Informal Reading Assessment in Identifying First-graders at-risk Reading Disabilities |
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作 者 | 王瓊珠; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 33 2002.12[民91.12] |
頁 次 | 頁327-344 |
分類號 | 529.69 |
關鍵詞 | 非正式閱讀評量; 閱讀障礙; 差異分析; Informal reading assessment; Reading disabilities; Miscue analysis; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討非正式閱讀評量對判別國小一年級疑似閱讀障礙學童之可行性與限制。研究對象為一年級疑似閱讀障礙學童和一般對照組學童各十六名。經過一學期三次的觀察,發現十六位疑似閱讀障礙學童中有六位學童童於偽陽性閱讀障礙,他們的閱讀表現隨時間而漸漸和對照組學童相近,即62.5%疑似閱讀障礙學童確實有閱讀困難,另外37.5%的個案是閱讀發展遲緩。在識字成長方面,對照組學童的識字量始終保持領先的地位,而偽陽組學童則從原先和閱讀障礙組學童的識字量無明顯差異,一學期後顯著優於閱讀障礙組學童,閱讀障礙組學童之識字量和其他學童的識字量差異越來越大。而從閱讀障礙個案的朗讀差異分析中發現:學童的朗讀差異以「音似替代」和「省略」居多,朗讀正確性和閱讀理解問的關係非必然正相關,閱讀障礙為異質性群體,非正式閱讀評量可用於分析個案之閱讀策略以及教師選擇閱讀材料和決定教學介入之參考。 |
英文摘要 | This study explored the feasibility and the limitations of using informal reading assessment in identifying first graders who were at risk of reading disabilities. Among the 32 first grade participants, sixteen were referred by teachers as at-risk readers and the others as normally developing readers. All readers were given an oral reading task three times, a character recognition task twice, and a phonetic symbol recognition task once. About two thirds of the at-risk readers did have reading problems and needed immediate remedial instruction, and one third were delayed readers. The delayed readers' reading performance approached to the normal level. Children who were at risk of reading disabilities performed significantly more poorly in the character recognition task than normally developing readers. The discrepancy in the character recognition performance between normal and at-risk groups increased over time. The results of miscue analyses indicated phoneme substitutions and omissions were the two major types of errors for children with reading disabilities, and the relationship between oral reading and comprehension was nonlinear. The results suggest that the early reading intervention should be implemented based on the needs of an individual child. |
本系統中英文摘要資訊取自各篇刊載內容。