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題名：學習障礙國中學生的智力特質之研究
書刊名：師大學報. 教育類
作者：洪儷瑜 引用關係／陳淑麗 引用關係／陳心怡 引用關係
作者(外文)：Hung, Li-yu／Chen, Su-lee／Chen, Hsin-yi
出版日期：2003
卷期：48:2
頁次：頁215-238
主題關鍵詞：學習障礙；智力；魏氏兒童智力測驗；組型差異；鑑定；Learning disabilities；IQ；WISC-Ⅲ；Cognitive pattern；Subtype；Diagnosis
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(9) 博士論文(1) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:9
  • 共同引用共同引用:117
  • 點閱點閱:68
　　　　　本研究旨在探討學障學生與二對照組在魏氏智力測驗上的差異，並進一步比較不同類型的學障兒童的智力特徵。本研究的「學障組」選自臺北市八十九年國中學障鑑定資料庫之有效資料共計144名，其中男生111名，女生33名。「一般兒童組」則是使用WISC-III臺灣常模樣本中全量表智商在70以上的1076位兒童，另從常模樣本中選取144名「控制智商之一般兒童對照組」。除了魏氏兒童智力量表外，學障組另蒐集中文年級認字量表，以及基礙數學概念評量。本研究主要分析三組的智力分析，以及「 Bannatyne組型」、「ACID組型」、「ACIDS組型」、「SCAD組型」及「POI/SCAD差異分數」等特殊組型的出現率。研究主要發現為：(1)學障學生的智力整體偏低，智商大多在85~99的範圍；(2)學障組智力出現人在差異或在「Bannatyne、ACID、ACIDS、SCAD以及POI/SCAD差異分數」等特殊組型的出現率均高於一般兒童；(3)四種學障類型中，認字困難組出現各種特殊組型的比率曘高，橫式困難組的比率最低；(4)在五種特殊組型中，以「POI/SCAD差異分數」組型對學障學生的鑑別度最佳，支持學障定義中的差異特質；(5)本研究在認字困難組發的結果與一般文獻較為相似，現在文獻的組型對於基本的認字困難的區別較好，對於高階能力困難的橫式運算困難學生的特質研究較少，值得未來進一步探討。此外，研究結果也對於智力測驗在學障鑑定的諼能與限制提出建議。
　　　　　This study investigated the intelligence performance, assessed by the WICS-III test, of secondary students with learning disabilities (LD). The LD sample contained 144 students in total and comprised three subtypes: students with difficulties in word recognition (DWR), those with difficulties in horizontal arithmetic (DHA), and those with difficulties in both WR and HA(WRHA). For comparison, two normal student samples were selected based on the Taiwanese norm for the WSIC-III: these were a normal-IQ student sample and an IQ-matched group, comprised of 1076 and 144 members respectively. three research questions were answered by the aforementioned groups; in addition to the patterns proposed in the literature (i.e. Bannatyne, ACID, ACIDS, and SCAD patterns), the researchers noted IQ distribution and differences in POI/SCAD among the subjects. The results were as follows. (1) Students with an LD showed an IQ below the norm, and were mainly distributed within the range 85-99; this range thus indicated the tendency of low IQ students with LD's. (2) A higher percentage of LD students showed all the WISC-III patterns and wide POI/SCAD differences than for the normal or IQ-matched group, which revealed that LD students differed form normal students in those cognitive patterns. Among all LD groups the DHA showed the clearest difference. (3) The POI.SCAD difference, emphasizing the differences between two levels of cognitive ability, more clearly showed the degree of LD students' variation from the normal and IQ-matched groups; that implied weak cognitive patterning characterized LD students. (4) The DHA group was found to be the most consistent with the possession of an LD in the literature; however, the DHA group appeared to be the most different of all those studied. Some recommendations were made, based on the findings, for further study and practical work.
期刊論文
1.Mayes, S. D.、Calhoun, S. L.、Crowell, E. W.(1998)。WISC-III Profiles for Children with and without Learning Disabilities。Psychology in the Schools，35(4)，309-316。  new window
2.Siegel, L. S.(1989)。I. Q. is irrelevant to the definition of learning disabilities。Journal of Learning Disabilities，22(8)，469-486。  new window
3.陳淑麗、洪儷瑜(20030300)。學習障礙國中學生在不同差距標準差異之研究。特殊教育研究學刊，24，85-111。new window  延伸查詢new window
4.Watkins, M. W.、Kush, J. C.、Schaefer, B. A.(2002)。Diagnostic Utility of the Learning Disability Index。Journal of Learning Disabilities，35(2)，98-103。  new window
5.D'Angiulli, Amedeo、Siegel, Linda S.(2003)。Cognitive functioning as measured by the WISC-R: Do children with learning disabilities have distinctive patterns of performance?。Journal of Learning Disabilities，36(1)，48-58。  new window
6.Scruggs, T. E.、Mastropieri, M. A.(2002)。On babies and bathwater: Addressing the problems of identification of learning disabilities。Learning Disability Quarterly，25(3)，155-168。  new window
7.陳心怡(20010400)。語文與作業能力差異之基本率研究--「魏氏兒童智力量表」臺灣常模分析。花蓮師院學報，12，51-73。new window  延伸查詢new window
8.Slate, J. R.(1995)。Discrepancies between IQ and index scores for a clinical sample of students: useful diagnostic indicators。Psychology in the Schools，32，103-108。  new window
9.孟瑛如、陳麗如(20000300)。學習障礙學生在魏氏兒童智力量表上顯現之特質研究。特殊教育季刊，74，1-11。new window  延伸查詢new window
10.Ward, S. B.、Ward, T. J.、Hatt, C. V.、Young, D. L.、Mollner, N. R.(1995)。The incidence and utility of the ACID, ACIDS, and SCAD profiles in a referred population。Psychology in the Schools，32，267-276。  new window
11.Watkins, M. W.(1996)。Diagnostic Utility of the WISC-III Developmental Index as a Predictor of Learning Disabilities。Journal of Learning Disabilities，29(3)，305-312。  new window
12.陳心怡、楊宗仁(20000700)。WISC-III分測驗特殊組型基本率研究：臺灣常模、學習障礙及注意力缺陷過動症兒童之比較。測驗年刊，47(2)，91-110。new window  延伸查詢new window
13.Forness, S. R.、Kavale, K. A.(1984)。A meta-analysis of the validity of Wechsler scale profiles and recategorizations: Patterns or parodies?。Learning Disability Quarterly，7，136-156。  new window
14.Berk, R. A.(1983)。The value of WISC-R profile analysis for the differential diagnosis of learning disabled children。Journal of Clinical Psychology，39，133-136。  new window
15.Bannatyne, A.(1968)。Diagnosing learning disabilities and writing remedial prescriptions。Journal of Learning Disabilities，1，242-249。  new window
16.Bloom, A. S.、Topinka, C. W.、Goulet, M.、Reese, A.、Podruch, P. E.(1986)。Implications of Large WISC/ WISC-R Verbal-Performance IQ Discrepancies。Journal of Clinical Psychology，42，353-356。  new window
17.Humphries, T.、Bone, J.(1993)。Use of IQ criteria for evaluating the uniqueness of the learning disability profile。Journal of Learning Disabilities，26(5)，348-351。  new window
18.Prifitera, A.、Dersh, J.(1993)。Base rates of WISC-III diagnostic subtest patterns among normal, learning-disabled, and ADHD samples。Journal of Psychoeducational Assessment，43-55。  new window
19.Rugel, R. P.(1974)。WISC subtest scores of disabled readers: A review with respect to Bannatyne's recategorization。Journal of Learning Disabilities，7，57-64。  new window
20.陳美芳(1985)。「修訂魏氏兒童智力量表」對國小閱讀障礙兒童的診斷功能之探討。特殊教育研究學刊，1，249-275。new window  延伸查詢new window
21.Alm, J.、Kaufman, A. S.(2002)。The Swedish WAIS-R factor structure and cognitive profiles for adults with dyslexia。Journal of Learning Disabilities，35(4)，321-333。  new window
22.Badian, N. A.(1984)。Can the WPPSI be of Aid in identifying young children at risk for reading disability。Journal of Learning Disabilities，17(10)，583-587。  new window
23.Badian, N. A.(1981)。Recategorized WISC-R scores of disabled and adequate readers。Journal of Educational Research，75(2)，109-114。  new window
24.Gardner, R. A.(1981)。Digits forward and digits backward as two separate tests: Normative data on 1567 school children。Journal of Clinical Child Psychology，10Summer，131-135。  new window
25.Kaufman, A. S.(1975)。Factor analysis of the WISC-R at eleven age levels between 6 1/2 and 16 1/2 years。Journal of Consulting and Clinical Psychology，43，135-147。  new window
26.Kaufman, A. S.(1981)。The WISC-R and learning disabilities assessment: State of the art。Journal of Learning Disabilities，14(9)，520-526。  new window
27.Michayluk, J. O.(1981)。Recategorization of WPPSI scores for kindergarten children with learning difficulties。Journal of Learning Disabilities，14(7)，408-411。  new window
28.Mishra, S. P.、Ferguson, B. A.、King, P. V.(1985)。Research with the Wechsler digit span subtest: Implications for assessment。School Psychology Review，14(1)，37-47。  new window
29.Moore, D. W.、Wielan, O. P.(2001)。WISC-R scatter indexes of children referred for reading diagnosis。Journal of Learning Disabilities，14(9)，511-514。  new window
30.Naglieri, J. A.(1980)。WISC-R subtest Patterns for Learning Disabled and Mentally Retarded Children。Perceptual and Motor Skills，51(2)，605-606。  new window
31.Smith, M. D.、Coleman, J. M.、Dokecki, P. R.、Davis, E. E.(1977)。Recategorized WISC-R scores of learning disabled children。Journal of Learning Disabilities，10，437-443。  new window
32.Vance, H.、Gaynor, P.、Coleman, M.(1976)。Analysis of cognitive abilities for learning disabled children。Psychology in the Schools，13，477-483。  new window
33.Ward, T. J.、Ward, S. B.、Glutting, J. J.、Hatt, C. V.(1999)。Exceptional LD profile types for the WISC-III and WIAT。School Psychology Review，28(4)，629-643。  new window
會議論文
1.陳心怡、朱建軍、陳榮華、Chen, H.、Chen, Y.、Zhu, J.(2000)。The legitimacy and utility of the WISC-III factor-based indexes: Taiwan standardization sample applied。New Orleans, LA。  new window
研究報告
1.黃秀霜(1999)。中文年級認字量表之編製報告及不同國語文成就兒童錯字組型分析。沒有紀錄。  延伸查詢new window
圖書
1.洪儷瑜(2000)。臺北市國民中學學情障學生鑑定工作手冊。臺北市：芳和國民中學。  延伸查詢new window
2.柯華葳(1999)。基礎數學概念評量表。臺北：教育部特殊教育工作小組。  延伸查詢new window
3.柯華葳、邱上真(2000)。學習障礙學生鑑定與診斷指導手冊。臺北市：教育部特殊教育工作小組。  延伸查詢new window
4.Lerner, J. W.(2003)。Learning disabilities: Theories, diagnosis, and teaching strategies。New York：Houghton Mifflin Company。  new window
5.Kaval, K. A.、Forness, S. R.(1995)。The nature of learning disabilities: Critical elements of diagnosis and classification。Lawrence Erlbaum Associates。  new window
6.陳榮華(1997)。魏氏兒童智力量表指導手冊。臺北：中國行為科學社。  延伸查詢new window
7.Kaufman, A. S.(1994)。Intelligent Testing with the WISC-III。New York, NY：John Wiley & Sons, Inc.。  new window
8.Kirk, S. A.、Gallagher, J. J.(1989)。Educating exceptional children。Houghton Mifflin Company。  new window
9.Sattler, J. M.(1982)。Assessment of children's intelligence and special abilities。Allyn and Bacon。  new window
10.柯華葳(1999)。閱讀理解篩選測驗。閱讀理解篩選測驗。臺北。new window  延伸查詢new window
11.柯華葳、陳美芳(2000)。中文閱讀歷程評量及相關測驗編製報告。中文閱讀歷程評量及相關測驗編製報告。臺北。  延伸查詢new window
其他
1.教育部(1998)。身心障礙及資賦優異學生鑑定原則鑑定基準，臺北：教育部。，http://www.set.edu.tw/frame.asp。  延伸查詢new window
圖書論文
1.周台傑(1999)。學習障礙學生鑑定原則鑑定基準說明。身心障礙及資賦優異學生鑑定原則鑑定基準說明手冊。臺北市：國立臺灣師範大學特殊教育學系。  延伸查詢new window
2.Rourke, B. P.(1998)。Significance of verbal-performance discrepancies for subtypes of children with learning disabilities: Opportunities for the WISC-III。WISC-III Clinical use and interpretation: Scientist- Practitioner Perspectives。San Diego, CA：Academic Press。  new window
3.Stanovich, K. E.(1993)。The construct validity of discrepancy definitions of reading disabilities。Better understanding learning disabilities: New views from research and their implications for education and public policies。Baltimore, MD：Paulh Brookes。  new window
 
 
 
 
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