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題 名 | 閱讀理解策略教學對國中閱讀障礙學生閱讀效果之研究 |
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作 者 | 林玟慧; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 12 1995.06[民84.06] |
頁 次 | 頁235-259 |
分類號 | 529.5 |
關鍵詞 | 閱讀理解策略教學; 國中; 閱讀障礙學生; 閱讀; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討閱讀理解策略教學 (包括閱讀前:預測策略;閱讀時:文章結構分析策略和摘要策略;閱讀後:自問自答策略) 對於國中閱讀障礙學生閱讀理解能力之效果和對保留效果之影響。 本研究採單一受試實驗研究法之受試者多重基準線設計,以臺北市芳和國中一、二年級身心障礙資源班學生共8名為對象,將閱讀成就、智力和家庭社經地位相當的學生兩兩配對,進行閱讀理解策略教學的實驗研究。 本研究以故事體文章為閱讀材料對學生進行「閱讀理解評量」。「閱讀理解評量」以自由回憶測驗的方式進行,所得的資料包括「自由回憶語句結構評量」、「自由回憶故事結構評量」和「自由回憶內容命題評量」。研究結果顯示受試者在接受教學後其自由回憶語句結構分數、故事結構分數有增加的趨勢,並且效果持續保留。但自由回憶內容命題在接受教學後得分差不多。 |
英文摘要 | The purpose of this study is to examine the effect of teaching junior-high students with reading disability the reading comprehension strategies to improve reading capacity and the maintenance effect. Reading comprehension strategies instructed in this study included predicting strategy before reading, context structure analysis and abstracting strategy during reading and self-questioning strategy after reading. Multiple-baseline design across subjects was used with 8 7th and 8th grade reading disability students from Fang-Heh junior high school, subjects were matched by reading achievement, intellectual and SES, then were assigned in two instructional groups. Narrative articles were chosen, students' performances were measured by reading comprehension test, which consists of Oral Production Subscale of the Language Assessment Scales (LAS: OPS), Story, Structure Analysis and Proposition Assignment were proceed by free recall. The result indicated that students' scores on LAS: OPS and Story Structure Analysis in- creased in trend and the effect retained, but scores on proposition assignment test remained almost the same after instruction. |
本系統中英文摘要資訊取自各篇刊載內容。