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題 名 | 故事結構教學加分享閱讀對增進國小閱讀障礙學童讀寫能力與故事結構概念之研究=Effects of Story Grammar Instruction Combined with Shared-book Reading on Elementary Students with Reading Disabilities |
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作 者 | 王瓊珠; | 書刊名 | 臺北市立師範學院學報. 教育類 |
卷 期 | 35:2 民93.09 |
頁 次 | 頁1-22 |
分類號 | 529.69 |
關鍵詞 | 故事結構; 分享閱讀; 閱讀障礙; Story grammar instruction; Shared-book reading; Reading disabilities; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討故事結構教學加分享閱讀對國小二到五年級閱讀障礙學童(17人,男生11人,女生6人)基本讀寫能力與故事結構概念之成效。以單一受試研究法AB設計,將實驗分為兩個部份;基準線階段(A)與教學介入階段(B),其中階段B又按逐變標準設計的精神,細分為B1, B2, B3三個小階段,依據鷹架教學理念,教學方式從師大量支持到逐漸去除,B1階段為示範期,B2階段為引導期,B3階段為獨立期,個時期的通過率亦事先訂定標準。為瞭解教學實驗的維持成效,於教學結束後二週後再進行後測。經過三個月左右的教學,得到以下的結論:(1)故事結構教學加分享閱讀能有效提升學童的故事結構概念。(2)使用繪本有助於閱讀障確學童理解故事結構。(3)故事結構教學加分享閱讀的維持效果穩定性不足。(4)個案在幾項標準化讀寫測驗之後測分數分顯著優於前測分數,但與常模相較,其成長富度仍未有極大突破。 |
英文摘要 | The purposes of this study were to explore the effects of story grammar instruction combined with shared-book reading on the basic reading and writing skills as well as the concept of six story grammar components of 17 elementary students (11 boys and 6 girls) with reading disabilities through a single-subject AB design. Results indicated the scores of students’ basic reading and writing skills from pretest to posttest were significantly increased, however, the improvement was not a dramatic change compared to that of average students. Most students’ scores on story grammar in creased after instruction, but the maintenance of instructional effects was not stable. |
本系統中英文摘要資訊取自各篇刊載內容。