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題 名 | 故事結構教學對增進國小閱讀障礙學生閱讀理解能力之研究=The Effect of Story Grammar Instruction on the Reading Comprehension of Elementary Students with Reading Disabilities |
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作 者 | 陳姝蓉; 王瓊珠; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 25 2003.09[民92.09] |
頁 次 | 頁221-242 |
分類號 | 529.89 |
關鍵詞 | 閱讀障礙學生; 故事結構教學; 故事結構; 故事理解; Reading disabilities; Story grammar instruction; Reading comprehension; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究在探討國小閱讀障礙學生接受故事結構教學後,其故事結構能力與故事理解能力題否獲得提昇。採立意取樣的方式選取國小二年級的閱讀障礙學生五名接受故事結構教學實驗課程,以單一受試研究法之AB實驗設計進行;自變項為故事結構教學,教導學生習得基本的六項故事結構元素(主角、情境、開始事件、主角反應、事件發展以及結果),並在短篇故事與繪本故事的閱讀活動中學習運用故事結構策略,共計24節教學;依變項包括故事結構能力與故事理解能力兩項。研究顯示: 1.故事結構教學對增進五位受試者之故事結構具有教學成效以及保留效果; 2.六項故事結構元素中以「主角」與「情境」兩項結構的學習效果最穩定; 3.故事結構教學對增進三位受試者之故事理解能力具有教學成效以及保留效果,尤其是推論理解與字詞義兩類的效果較大,但整體的穩定性較故事結構能力之提昇低; 4.故事結構能力與故事理解能力間有四位受試呈現出顯著的相關,但有一位沒有。 |
英文摘要 | The purpose of this study was to explore the effects of story grammar instruction on the reading comprehension of five second-grade elementary students with reading disabilities in a single-subject AB design. The independent variable was story grammar instruction and the dependent variables were the scores of grammar questions and comprehension tests. All five students demonstrated increased ability to answer story grammar questions and the effectiveness of instruction lasted for at least three weeks. All subjects' performance on six story grammar components were improved, especially in the main characters and settings. Story grammar instruction increased three subjects' scores of story comprehension tests and its effectiveness lasted for at least three weeks. All three types of reading comprehension questions, particularly word meaning and inferential comprehension, were improved, though the data were not stable enough. A positive relationship between story grammar knowledge and story comprehension was shown among four of the five subjects. |
本系統中英文摘要資訊取自各篇刊載內容。