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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
書刊名：特殊教育研究學刊
作者：陳姝蓉／王瓊珠 引用關係
作者(外文)：Chen, Chu-jung／Wang, Chiung-chu
出版日期：2003
卷期：25
頁次：頁221-242
主題關鍵詞：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
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(12) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:12
  • 共同引用共同引用:15
  • 點閱點閱:40
　　　　　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。
　　　　　 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.
期刊論文
1.Cambrell, Linda B.、Chasen, Steven P.(1991)。Explicit Story Structure Instruction and the Narrative Writing of Fourth- and Fifth-grade Below-average Readers。Reading Research & Instruction，31(1)，54-62。  new window
2.Dimino, J. A.、Taylor, R. M.、Gersten, R. M.(1995)。Synthesis of the Research on Story Grammar as a Means to Increase Comprehension。Reading & Writing Quarterly: Overcoming Learning Difficulties，11(1)，53-72。  new window
3.黃瑞珍(19990600)。故事結構分析法在語言學習障礙兒童教學之應用。國小特殊教育，27，4-10。new window  延伸查詢new window
4.Dimino, J. A.、Gersten, R.、Carnine, D.、Blake, G.(1990)。Story grammar: An approach for promoting at-risk secondary students' comprehension of literature。Elementary School Journal，91(1)，19-32。  new window
5.Gardill, M. C.、Jisendra, A. K.(1999)。Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities。Journal of Special Education，33(1)，2-17+28。  new window
6.Gersten, R.、Dimino, J.(1989)。Teaching literature to at-risk students。Educational Leadership，46(5)，53-57。  new window
7.Gurney, D.、Gersten, R.、Dimino, J.、Carnine, D.(1990)。Story grammar: Effective literature instruction for high school students with learning disabilities。Journal of Learning Disabilities，23(6)，335-342。  new window
8.Newby, R. F.、Caldwell, J.、Recht, D. R.(1989)。Improving the reading comprehension of children with dysphonetic and dysedetic dyslexia using story grammar。Journal of Learning Disabilities，22，373-380。  new window
9.Schirmer, B. R.、Bond, W. L(1990)。Enhancing the hearing impaired child's knowledge of story structure to improve comprehension of narrative text。Reading Improvement，27，242-254。  new window
10.Stanovich, Keith E.(1986)。Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy。Reading Research Quarterly，21(4)，360-407。  new window
11.Vallecorsa, A. L.、DeBettencourt, L. U.(1997)。Using a Mapping Procedure to Teach Reading and Writing Skills to Middle Grade Students with Learning Disabilities。Education & Treatment of Children，20(2)，173-188。  new window
12.王瓊珠(20011000)。臺灣地區讀寫障礙研究回顧與展望。國家科學委員會研究彙刊. 人文及社會科學，11(4)，331-344。  延伸查詢new window
13.Idol, L.(1987)。Group story mapping: A comprehension strategy for both skilled and unskilled readers。Journal of Learning Disabilities，20(4)，196-205。  new window
14.Gersten, R.(1998)。Recent advances in instructional research for students with learning disabilities: An overview。Learning Disabilities Research and Practice，13(3)，162-170。  new window
15.Mathes, P. G.、Fuchs, D.、Fuchs, L. S.(1997)。Cooperative Story Mapping。Remedial and Special Education，18(1)，20-27。  new window
16.Beck, I. L.、McKeown, M. G.(1981)。Developing questions that promote comprehension: The story map。Language Arts，58(8)，913-918。  new window
17.Fitzgerald, J.、Spiegel, D. L.(1985)。Development of Children's Knowledge of Story Structure and Content。Journal of Education Research，79(2)，101-108。  new window
18.McConaughy, S. H.(1980)。Using story structure in the classroom。Language Arts，57(2)，157-165。  new window
19.Mcconaughy, S. H.(1982)。Developmental changes in story comprehension and levels of questioning。Language Arts，59(6)，580-589。  new window
學位論文
1.陳姝蓉(2002)。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(碩士論文)。臺北市立師範學院，台北市。  延伸查詢new window
圖書
1.柯華葳(1999)。閱讀理解困難篩選測驗。臺北：行政院國家科學委員會特殊教育工作小組。  延伸查詢new window
2.黃秀霜(2001)。中文年級認字量表 : 指導手冊。臺北市：心理出版社。  延伸查詢new window
單篇論文
1.Montague, M.(1988)。Story grammar and learning disabled students' comprehension and production of narrative prose(ED302819)。  new window
2.Wilkinson, I. A. G.，Elkins, J.，Bain, J. D.(1995)。Individual differences in story comprehension and recall of poor readers，Education Resources Information Center。(ED 381 742)。  new window
其他
1.Kuldanek, K.(1998)。The effects of using a combination of story frames and retelling strategies with learning disabled students to build their comprehension ability，沒有紀錄。  new window
2.Simmons, D. C.(1993)。Integrating narrative reading comprehension and writing instruction for all learners，沒有紀錄。  new window
 
 
 
 
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