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題名:國小學童書寫語言測驗之編製
書刊名:特殊教育與復健學報
作者:林寶貴錡寶香 引用關係
作者(外文):Lin, Bao-gueyChi, Pao-hsiang
出版日期:2000
卷期:8
頁次:頁53-74
主題關鍵詞:國小書寫語言測驗
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(2) 博士論文(1) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:35
  • 點閱點閱:372
     本研究在旨發展國小三至六年級學童適用之書寫語言表達測驗,以及為初步篩選在書寫語言表達上有困難的學童之用,或是做為探討身心障礙學生書寫語言能力之用。本測驗包括五個分測驗:(1)聽寫測驗、(2)句子結合測驗、(3)筆畫加減測驗、(4)國字填寫測驗、(5)造句。本測驗的常模樣本取自臺灣北中南東四區31所學校620位學童。在測驗的信度方面,各分測驗間隔兩週的重測信度係數在.79至.94之間,α係數介於.76至.97之間。而在效度方面,各分測驗之間均有正相關,共於.79至.98之間;而與「中文閱讀理解測驗」之相關則介於.75至.91之間。不同年俏學童在各項分測驗與全測驗的表現亦有顯著差異。普通班與資源班學生在各項分測驗與全測驗的得分差異幅度極大。
     The Test of Written Language was designed to measure writing ability in children form grade 3 through 6. The test consists of 5 subtests: (1)listening-writing, (2)sentence combination, (3)awareness of Chinese strokes, (4)closze, and (5)sentence construction. A national norm was established based on 620 students form grade 3 through 6. The internal consistency reliability indicated by Chronbach αranged from .76 to .97. The test-retest reliability coefficients were .79 to .94. In addition, children's scores on the Test of Reading Comprehension were correlated with their scores on the Test of Written Language. Further, children's scores on all subtests increased with age.
期刊論文
1.Hayes, J. R.、Flower, L. S.(1986)。Writing research and the writer。American Psychologist,41,1106-1113。  new window
2.Isaacson, S. L.(1987)。Effective instruction in written language。Focus on Exceptional Children,19(6),1-12。  new window
3.鄭博真(19950600)。臺南市國民小學國語科作文教學現況調查研究。國語文教育通訊,10,42-60。  延伸查詢new window
4.Houck, C. K.、Billingsley, B. S.(1989)。Written expression of students with and without learning disabilities: Differences across the grades。Journal of learning Disabilities,22,561-572。  new window
5.胡志偉(19890600)。中文詞的辨識歷程。中華心理學刊,31(1),33-39。new window  延伸查詢new window
6.Flower, Linda、Hayes, John R.(1981)。A Cognitive Process Theory of Writing。Research in the Teaching of English,15(3),329-343。  new window
7.鄭昭明、陳學志(19911200)。漢字的簡化對文字讀寫的影響。華文世界,62,86-104。new window  延伸查詢new window
研究報告
1.黃秀霜(1998)。不同教學方式對學習障礙兒童國字學習效率之研究 (計畫編號:NSC86-2413-H-024-008-F5)。  延伸查詢new window
圖書
1.Bruning, R. H.、Schraw, G. J.、Ronning, R. R.(1995)。Cognitive psychology and instruction。Prentice Hall。  new window
2.林建平(1997)。創意的寫作教室。臺北:心理。  延伸查詢new window
3.黃宣範(1997)。漢語語法。臺北:文鶴出版社。  延伸查詢new window
4.張正芬、吳武典(1984)。國語文能力測驗。臺北:國立臺灣師範大學特殊教育中心。  延伸查詢new window
5.Quigley, S. P.、Paul, P. V.(1984)。Language and deafness。San Diego, CA:College Hill Press。  new window
6.林清山(1992)。心理與教育統計學。東華書局。  延伸查詢new window
7.Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。  new window
其他
1.何三本(1994)。兩岸小學語文課程識字、寫字教學比較硏究。  延伸查詢new window
2.杜淑貞(1992)。國小作文敎學探究。  延伸查詢new window
3.林寶貴、錡寶香(1999)。中文閱請理解測驗。  延伸查詢new window
4.施仲謀(1994)。識字教學初探。  延伸查詢new window
5.馬文駒(1994)。大陸識字教學新進展。  延伸查詢new window
6.陳龍安(1994)。語文動動腦。  延伸查詢new window
7.陳榮華(1997)。魏氏兒童智力量表。  延伸查詢new window
8.許學仁(1994)。從文字課程看文字教學。  延伸查詢new window
9.鄭博眞(1996)。國民小學作文教材之分析硏究。  延伸查詢new window
10.羅肇錦(1992)。國語學。  延伸查詢new window
11.H. Blake & N. A. Spennato(1980)。The directed writing activity: A process with structure。  new window
12.L. M. Calkins(1986)。The art of teaching writing。  new window
13.J. A. Carrol(1988)。The writing processes of three deaf high school students。  new window
14.H. W. Catts & A. G. Kamhi(1986)。The linguistic basis of reading disorders: Implications for the speech-language pathologist。  new window
15.D. H. Graves(1975)。An examination of the writing processes of seven-year-old children。  new window
16.D. D. Hammill & S. Larsen(1988)。Test of written language-2。  new window
17.D. D. Hammill & S. Larsen(1996)。Test of written language-Third Edition。  new window
18.W. P. Hresko, S. R. Herron & P. K. Peak(1996)。Test of early written language。  new window
19.B. Huot(1990)。The literature of direct writing assessment: Major concerns and prevailing trends。  new window
20.S. Isaacson(1988)。Assessing the writing product: Qualitive and quantitive measures。  new window
21.S. R. Jastak & G. S. Wilkinson(1984)。The wide range achievement test-revised。  new window
22.A. G. Kamhi & H. W. Catts(1989)。Language and reading: Convergences, divergences, and development。  new window
23.M. King & V. Rentel(1979)。Toward a theory of early writing development。  new window
24.M. L. Klein(1985)。The development of writing in children: Pre-k through grade 8。  new window
25.D. F. Moores & C. A. Sweet(1990)。Reading and writing skills in deaf adolescents。  new window
26.P. Newcomer & E. Barenbaum(1991)。The written composing ability of children with learning disabilities: A review of the literature from 1980 to 1990。  new window
27.L. Olson(1994)。Writing still needs work, report finds。  new window
28.P. D. Pearson & R. J. Tierney(1984)。On becoming a thoughtful reader: Learning to read like a writer。  new window
29.E. A. Polloway & J. R. Patton(1997)。Strategies for teaching learners with special needs。  new window
30.E. A. Polloway, J. R. Patton & S. B. Cohen(1983)。Written language for mildly handicapped students。  new window
31.M. Poplin, R. Gray, S. Larsen, A. Banikowski & T. Mehring(1980)。A comparison of components of written expression abilities in learning disabled and non-learning disabled children at three grade levels。  new window
32.T. E. C. Smith, E. A. Polloway & M. Beirne-Smith(1995)。Written language instruction for students with disabilities。  new window
33.A. L. Vallecorsa & L. U. DeBettencourt(1992)。Teaching composition skills to learning disabled adolescents using a process-oriented strategy。  new window
圖書論文
1.胡志偉、顏乃欣(1995)。中文字的心理歷程。語言病理學基礎。臺北:心理。  延伸查詢new window
 
 
 
 
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