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題名：概念構圖、自問自答及畫重點策略對國小閱讀障礙兒童閱讀理解能力及後設認知能力教學成效之研究
書刊名：特殊教育學報
作者：葉瓊華 引用關係／詹文宏
作者(外文)：Yeh, Chyong-hwa／Jan, Wen-heng
出版日期：2000
卷期：14
頁次：頁189-231
主題關鍵詞：閱讀障礙；閱讀理解；後設認知；學習障礙；Reading disability；Reading comprehension；Metacognition；Learning disability
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(8) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:1707
  • 點閱點閱:307
期刊論文
1.Ruddell, R. B.、Boyle, O. F.(1989)。A study of cognitive mapping as a means to improve comprehension of expository text。Reading Research and Instruction，29(1)，12-22。  new window
2.許松樑、邱上貞、蔡長添(19900900)。國中生物科概念構圖在評量上之應用研究。科學教育，1，95-119。  延伸查詢new window
3.顏若映(1993)。先前知識在閱讀理解上之認知研究。教育與心理研究，16，385-412。  延伸查詢new window
4.Paris, S. G.、Jacobs, J. E.(1984)。The benefits of informed instruction for children's reading awareness and comprehension skills。Child Development，55，2083-2093。  new window
5.Clark, F. L.、Deshler, D. D.、Schumaker, J. B.、Alley, G. R.、Warner, M. M.(1984)。Visual imagery and self-questioning: Strategies to improve comprehension of written material。Journal of Learning Disabilities，17(3)，145-149。  new window
6.Jegede, Olugbemiro J.、Alaiyemola, Folusho F.、Okebukola, Peter A. O.(1990)。The effect of concept mapping on students' anxiety and achievement in biology。Journal of Research in Science Teaching，27(10)，951-960。  new window
7.Wallace, J. D.、Mintzes, J. J.(1990)。The Concept map as a research tool: Exploring conceptual change in biology。Journal of Research in Science Teaching，27(10)，1033-1052。  new window
8.Myers, M.、Paris, S. G.(1978)。Children's metacognitive knowledge about reading。Journal of Educational Psychology，70(5)，680-690。  new window
9.Brown, A. L.、Smiley, S. S.(1978)。The development of strategies for studying texts。Child Development，49，1076-1088。  new window
10.汪榮才(19920700)。學習障礙兒童之後設認知歷程與教學。臺南師院學報，25，55-64。new window  延伸查詢new window
11.Starr, M. L.、Krajcik, J. S.(1990)。Concept maps as a heuristic for science curriculum development: Toward improvement in process and product。Journal of research in science teaching，27(10)，987-1000。  new window
12.Schmid, Richard F.、Telaro, Giovanni(1990)。Concept Mapping as an Instructional Strategy for High School Biology。Journal of Educational Research，84(2)，78-85。  new window
13.Schewel, R. H.、Waddell, J. G.(1986)。Metacognitive skills: Practical strategies。Academic Therapy，22，19-25。  new window
14.Bos, C. S.、Filip, D.(1984)。Comprehension monitoring in learning disabled and average students。Journal of Learning Disabilities，17(4)，229-233。  new window
15.Paris, S. G.、Oka, E. R.(1989)。Strategies for comprehension text and coping with reading difficulties。Learning Disability Quarterly，12，32-42。  new window
16.Tryon, W. W.(1982)。A simplified time-series analysis for evaluating treatment interventions。Journal of Applied Behavior Analysis，15(3)，423-429。  new window
17.Roth, Wolff-Michael、Roychoudhury, Anita(1992)。The Social Construction of Scientific Concepts or the Concept Map as Conscription Device and Tool for Social Thinking in High School Science。Science Education，76(5)，531-557。  new window
18.Paris, S. G.、Cross, D. R.、Lipson, M. Y.(1984)。Informed strategies for learning: a program to improve children's reading awareness and comprehension。Journal of Educational Psychology，76(6)，1239-1252。  new window
19.Wong, B. Y. L.(1985)。Self-questioning instructional research: A review。Review of Educational Research，55(2)，227-268。  new window
20.Brown, A. L.、Day, J. D.(1983)。Macrorules for summarizing texts: The development of expertise。Journal of Verbal Learning and Verbal Behavior，22(1)，1-14。  new window
21.Palincsar, Annemarie Sullivan、Brown, Deborah A.(1987)。Enhancing instructional time through attention to metacognition。Journal of Learning Disabilities，20(2)，66-75。  new window
22.邱上真(19890300)。後設認知研究在輕度障礙者教學上的應用。特殊教育季刊，30，12-16。new window  延伸查詢new window
23.Cross, D. R.、Paris, S. G.(1988)。Developmental and instructional analyses of children's metacognition and reading comprehension。Journal of Educational Psychology，80(2)，131-142。  new window
24.張春興(19880600)。知之歷程與教之歷程: 認知心理學的發展及其在教育上的應用。教育心理學報，21，17-38。new window  延伸查詢new window
25.Malone, John、Dekkers, John(1984)。The concept map as an aid to instruction in science and mathematics。School science and mathematics，84(3)，220-231。  new window
26.Gallego, M. A.、Reyes, E. I.、Duran, G. Z.、Scanlon, D. J.(1992)。Interactive Semantic Mapping: An Interactive Approach to Enhancing LD Students' Content Area Comprehension。Learning Disabilities Research & Practice，7，142-146。  new window
27.August, G. J.、Rickards, J. P.(1975)。Generative underlining strategies in prose recall。Journal of Educational Psychology，67(6)，860-865。  new window
28.Poostay, E. J.(1984)。Show me your underlines: A strategy to teach comprehension。Reading Teacher，37(9)，828-830。  new window
29.Peterson, S. E.(1992)。The cognitive functions of underling as a study technique。Reading Research and Instruction，31(2)，49-56。  new window
30.Lloyd, C. V.(1990)。The Elaboration of Concepts in Three Biology Textbooks: Facilitating Student Learning。Journal of Research in Science Teaching，27(10)，1019-1032。  new window
31.Linton, R.(1989)。Conceptualizing feminism: Clarifying social science concepts。Evaluation and Program Planning，12(1)，25-29。  new window
32.Vaught, R. S.、Weinott, M. R.、Jones, R. R.(1978)。Effects of serial dependency on the agreement between visual and statistical inference。Journal of Applied Behavior Analysis，11(2)，277-283。  new window
33.Weinrott, M.、Vaught, R.、Jones, R. R.(1977)。Time-series analysis in operant research。Journal of Applied Behavior Analysis，10(1)，151-161。  new window
34.Johnson, L. L.(1988)。Effects of underlining textbook sentence on passage and sentence retention。Reading Research and Instruction，28(1)，18-32。  new window
35.Treagust, D. F.、Havel, P.(1989)。Visual library research: A method for helping low achieving students learning science。School science and Mathematics，89(3)，220-227。  new window
36.Wong, B. Y. L.(1987)。How do the results of metacognitive research impact on the learning disabled individual。Learning Disability Quarterly，10，189-195。  new window
37.Jones, W.、Wong, B. Y. L.(1982)。Increasing Metacomprehension in Learning Disabled and Normally Achieving Students through Self-questioning Training。Learning Disability Quarterly，5(3)，228-240。  new window
38.Wong, B. Y. L.(1979)。Increasing retention of main ideas through questioning strategies。Learning Disability Quarterly，2，42-47。  new window
39.Mayer, R. E.、Weinstein, C. E.(1983)。The teaching of learning strategies。Innovation Abstracts，32(5)，1-4。  new window
40.Trathen, W.、Wade, S.(1989)。Effect of self-selected study methods on learning。Journal of Educational Psychology，81(1)，40-47。  new window
41.Trochim, W. M.(1989)。An introduction to concept mapping for evaluation and planning。Evaluation and Program Planning，12(1)，1-16。  new window
42.Stone, P. D.、Spire, H. A.(1989)。The directed note-taking activity: A self-question approach。Journal of Reading，33(1)，36-39。  new window
43.Rocchio, D. J.、Schnell, T. R.(1978)。A comparison of underlining strategies for improving reading comprehension and retention。Reading Horizons，18(2)，106-109。  new window
44.Hartely, J.(1980)。Underling can make a difference - sometimes。Journal of Education Research，73(4)，218-224。  new window
45.Schumacher, G. M.、Fass, W.(1978)。Effects of motivation, subject activity, and readability on the retention of prose materials。Journal of Educational Psychology，70(5)，803-807。  new window
46.Cullen, J.(1990)。Using concept maps in chemistry: An alternative view。Journal of Research in Science Teaching，27(10)，1067-1068。  new window
47.Cornoldi, C.(1990)。Metacognitive control processes and memory deficits in poor comprehenders。Learning Disability Quarterly，13，245-255。  new window
48.Chan, L. K. S.、Cole, P. G.(1986)。The effect of comprehension monitoring training on the reading competence of learning disabilities and regular class students。Remedial and Special Education，7(4)，33-40。  new window
49.Chalfant, J. C.(1985)。Identifying learning disabled student: A summary of the National Task Force report。Learning Disabilities Focus，1(1)，9-20。  new window
50.Bonds, C. W.(1989)。Using semantic webbing to develop outlining skills。Reading Improvement，26(3)，194-198。  new window
51.Blanchard, J. S.(1985)。What to tell students about underlining...and why。Journal of Reading，29(3)，199-203。  new window
52.Anderson, T. H.、Andre, M. E. D. A.(1978)。The development and evaluation of a self-questioning study technique。Reading Research Quarterly，14，605-632。  new window
53.邱美虹、鄭春蕓(1994)。閱讀理解的推論型式與研究方法。嘉義師院學報，8，287-312。  延伸查詢new window
會議論文
1.Keith, T. M.、Pankratius, W. J.(1993)。Building an organized knowledge base: Concept mapping in secondary school science。沒有紀錄。  new window
2.Draheim, M. E.(1986)。Reading-thinking activity, conceptual mapping, and underlining: Their effects on expository text recall in a writing task。California。  new window
研究報告
1.Nist, S. L.(1987)。Teaching students to annotate and underline text effectively: Guidelines and procedures。Atlanta。  new window
2.Stahl, N. A.(1985)。Developing independent learners: Strategies and tactics for mastery of text。Atlanta。  new window
學位論文
1.藍慧君(1991)。學習障礙兒童輿普通兒童閱讀不同結構文章之閱讀理解與理解策略的比較研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.胡永崇(1995)。後設認知教學策略對國小閱讀障礙兒童閱讀理解成效之研究(博士論文)。國立彰化師範大學。new window  延伸查詢new window
3.洪慧芳(1993)。文字組合規則與漢語閱讀障礙--對漢語閱讀障礙學童的一項追蹤研究(碩士論文)。國立中正大學。  延伸查詢new window
4.郭靜姿(1992)。閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力之成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.林國花(1990)。國小閱讀障礙兒童成就與能力差距鑑定方式研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
6.劉玲吟(1994)。後設認知閱讀策略的教學對國中低閱讀能力學生閱讀效果之研究(碩士論文)。國立彰化師範大學，彰化市。  延伸查詢new window
7.何美慧(1987)。學習障礙兒童記憶策略教學效果之研究(碩士論文)。國立臺灣教育學院。  延伸查詢new window
8.林秀柔(1989)。國小數學學習障礙兒童鑑定方式之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
9.王瓊珠(1992)。國小六年級閱讀障礙兒童與普通兒童閱讀認知能力之比較研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
10.蘇宜芬(1991)。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
11.詹文宏(1995)。後設認知閱讀策略對國小閱讀障礙兒童閱讀理解能力之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
12.曾陳密桃(1990)。國民中小學生的後設認知及其與閱讀理解之相關研究(博士論文)。國立政治大學。new window  延伸查詢new window
13.Park, K.(1993)。A comparative study of the traditional calculus course vs. the calculus & mathematics course，Champaign, IL/ Urbana, IL。  new window
14.Wachter, L. N.(1993)。An investigation of organizer on hierarchical concept mapping as a prefatory organizer on fourth-grade students' comprehension and retention of expository prose，0。  new window
15.Leary, R. F.(1993)。Effect of concept maps on concept learning and problem-solving achievement in high school chemistry，0。  new window
16.Cory, K. A.(1990)。Effects of display variables and cognitive field orientation on time to learn a task，0。  new window
圖書
1.Mercer, C. D.、Mercer, A. R.(1993)。Teaching Students with Learning Problems。Englewood Cliffs, NJ：Merrill。  new window
2.Ariel, A.(1992)。Education of children and adolescents with learning disabilities。New York, NY：Macmillan Publishing Company。  new window
3.Beale, I. L.、Singh, N. N.(1992)。Learning disabilities: Nature, theory, and treatment。New York, NY：Springer-Verlag。  new window
4.Mercer, Cecil D.(1987)。Students with learning disabilities。Columbus, Ohio：Charles E. Merrill Publishing Company。  new window
5.Shanker, J. L.、Ekwall, E. E.(1989)。Teaching reading in the elementary school。Columbus, OH：Merrill Publishing Company。  new window
6.Bos, C. S.、Vaughn, S.(1994)。Strategies for teaching students with learning and behavior problems。Boston：Allyn & Bacon。  new window
7.陳李綢(1992)。認知發展與輔導。臺北市：心理出版社。  延伸查詢new window
8.Gunning, T. G.(1996)。Creating reading instruction for all children。Boston, MA：Allyn and Bacon。  new window
9.Tawney, J. W.、Gast, D. L.(1984)。Single subject research in special education。Columbus, OH：C. E. Merrill publishing Co.。  new window
10.Carnine, D.、Silbert, J.、Kameenui, E. J.(1990)。Direct instruction reading。New York：Merrill, an imprint of Macmillan Publishing Company。  new window
11.Bond, G. L.、Tinker, M. A.、Wasson, B. B.、Wasson, J. B.(1994)。Reading difficulties: Their diagnosis and correction。Boston：Allyn and Bacon。  new window
12.Searfoss, L. W.、Readence, J. E.(1994)。Helping children learn to read。Needham Heights, MA：Allyn and Bacon。  new window
13.Mayer, Richard E.(1987)。Educational Psychology: A Cognitive Approach。Don Mills：HaperCollins Publisher。  new window
14.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
15.王文科(1990)。教育研究法。五南圖書出版社。new window  延伸查詢new window
16.Novak, Joseph D.、Gowin, D. Bob(1984)。Learning How to Learn。Cambridge University Press。  new window
17.Scruggs, T. E.、Mastropieri, M. A.(1987)。Effective instruction for special education。Effective instruction for special education。0。  new window
18.Woofolk, A. K.(1990)。Education psychology。Englewood Cliffs, NJ：Prentice-Hall。  new window
19.Harris, J.(1990)。Text annotation and underlining as metacognitive strategies to improve comprehension and retention of expository text。Text annotation and underlining as metacognitive strategies to improve comprehension and retention of expository text。Florida, USA。  new window
20.Gallego, M. A.(1992)。Collaborative instruction for reading comprehension: The role of discourse and discussion。Promoting academic competence and literacy in school。New York, NY。  new window
21.Bruning, R. H.、Glover, J. A.、Ronning, R. R.(1990)。Cognitive psychology for teachers。Cognitive psychology for teachers。New York, NY。  new window
22.Daines, D.(1982)。Reading in the content areas。Reading in the content areas。Illinois。  new window
23.Mountain, L.、Crawley, S. J.(1995)。Strategies for guiding content reading。Strategies for guiding content reading。Boston, MA。  new window
24.Bender, W. N.(1995)。Learning disabilities: characteristic identification, and teaching strategies。Learning disabilities: characteristic identification, and teaching strategies。Boston, MA。  new window
25.Otto, W.、Askov, E. N.(1985)。Meeting the challenge: Corrective reading instruction in the classroom。Meeting the challenge: Corrective reading instruction in the classroom。Columbus。  new window
26.Conway, R. N. F.、Ashman, A. F.(1989)。Cognitive strategies for special education。Cognitive strategies for special education。New York, NY。  new window
27.Anderson, T. H.(1978)。Another look at the self-questioning study technique。Another look at the self-questioning study technique。Cambridge, MA。  new window
28.黃國彥、傅粹馨、鍾思嘉(1977)。羅桑二氏分非語文智力測驗。羅桑二氏分非語文智力測驗。臺北。  延伸查詢new window
29.國立臺灣師範大學教育心理學系、國立臺灣師範大學特殊教育中心(1979)。魏氏兒童智力量表。魏氏兒童智力量表。臺北。  延伸查詢new window
30.馬信行(1988)。個案實驗法。個案實驗法。臺北。  延伸查詢new window
31.周台傑(1989)。國民小學國語文成就測驗。國民小學國語文成就測驗。彰化。new window  延伸查詢new window
32.王淑敏(1991)。認知取向的學習。教育心理學。臺北。  延伸查詢new window
其他
1.Hatch, N. L.(1980)。A Self-question Strategy: Its Effect upon the Reading Comprehension Level of College Students，0。  new window
2.Rocchio, D. J.，Schnell, T. R.(1974)。A study of relative effectiveness of various underlining strategies，0。  new window
3.Baker, B.，Shaughnessy, M. F.(1988)。Learning strategies: Teaching students how to learn，0。  new window
4.Haynes, S.，Kapinus, B.(1983)。Effects of prior knowledge, text order and underlining on recall of information from text，0。  new window
5.Jacqueline, A. H.，Barbara, K.(1983)。Effects of prior knowledge, text-order and underlining on recall of information from text，0。  new window
6.Wilson, B. G.，Wilcox, W. C.(1979)。How to study: The neglected basic，0。  new window
圖書論文
1.張稚美、洪蘭、曾志朗(1993)。閱讀障礙兒童的認知心理學基礎。學習障礙與資源教學。臺北：台北教師研習中心。  延伸查詢new window
2.周台傑(1992)。學習障礙者之評量。特殊兒童診斷手冊。彰化市：國立彰化師範大學特殊教育中心。  延伸查詢new window
3.萬雲英(19910000)。兒童學習漢字的心理特點與教學。中國人．中國心：發展與教學篇。臺北：遠流。new window  延伸查詢new window
 
 
 
 
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