臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：交互教學法對國小閱讀理解困難學生教學成效之研究
書刊名：特殊教育與復健學報
作者：何嘉雯／李芃娟 引用關係
作者(外文)：Ho, Chia-wen／Lee, Pone-chuan
出版日期：2003
卷期：11
頁次：頁101-125
主題關鍵詞：交互教學法；閱讀理解困難；Reciprocal teaching；Reading comprehension difficulties
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(8) 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:68
  • 點閱點閱:62
本研究旨在瞭解交互教學法對閱讀理解困難學生閱讀理解能力的影響，研究對象為三名國小四年級閱讀理解困難兒童，以單一受試研究法之跨受試多基線設計進行本研究，研究之主要發現如下： 一、交互教學法對國小閱讀理解困難學生之閱讀理解能力具有教學成效與保留效果。 二、國小閱讀理解困難學生對「文章中明示的問題」、「文章中隱含的問題及涉入個人經驗的問題」等題型均呈現進步的狀況。 三、國小閱讀理解困難學生接受交互教學法，在「中文閱讀理解測驗」之後測表現顯示有進步。 四、國小閱讀理解困難學生在提問、摘要、澄清、預測等閱讀理解策略的使用，以摘要、澄清、提問較常使用，預測較少使用。 五、交互教學法教學的效果獲得閱讀理解困難學生及班級教師的支持。
The purpose in this study was to examine the effectiveness of reciprocal teaching on students with reading comprehension difficulties. The multiple baseline across-groups design of single-subject research was used in this study. Three fourth grade students with reading comprehension difficulties were chosen as research subjects. Result indicated that: 1. Reciprocal teaching could improve and maintained subjects' reading comprehension ability. 2. Subjects had showen progress in types of "textually explicit questions" and "textually implicit questions and scriptually explicit questions" on Reading Comprehension Test. 3. There were improvements on subjects 'reading comprehension ability showen in "Chinese Reading Comprehension Test". 4. Among the four reading comprehension strategies, subjects tended to use summarizing、clarifying and questioning more often than predicting. 5. Subjects and teachers confirmed that reciprocal teaching could improve reading comprehension ability.
期刊論文
1.Williams, J. P.(1998)。Improving comprehension of disabled reader。Annals of Dyslexia，48，213-238。  new window
2.Alfassi, M.(1998)。Reading for meaning: the efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes。American Educational Research Journal，35(2)，309-332。  new window
3.Lysynchuk, L. M.、Pressley, M.、Vye, N. J.(1990)。Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders。The Elementary School Journal，90(5)，469-484。  new window
4.Vaughn, S.、Schumm, J. S.(1995)。Responsible inclusion for students with learning disabilities。Journal of Learning Disabilities，28，264-270。  new window
5.Borkowski, J. G.(1992)。Metacognitive theory: A framework for teaching literacy, writing, and math skills。Journal of Learning Disabilities，25(4)，253-257。  new window
6.Hacker, D. J.、Tenent, A.(2002)。Implementing reciprocal teaching in the classroom: Overcoming obstacles and making modifications。Journal of Educational Psychology，94(4)，699-718。  new window
7.Kelly, M.、Moore, D. W.、Tuck, B. F.(1994)。Reciprocal teaching in a regular primary school classroom。Journal of Educational Research，88(1)，53-61。  new window
8.Lederer, J. M.(2000)。Reciprocal teaching of social studies in inclusive elementary classrooms。Journal of Learning Disabilities，33(1)，91-106。  new window
9.Rosenshine, B.、Meister, C.(1994)。Reciprocal teaching: A review of the research。Review of Educational Research，64(4)，479-531。  new window
10.Duffy, G. G.、Roehler, L. R.、Sivan, E.、Rackliffe, G.、Book, C.、Meloth, M. S.、Vavrus, L. G.、Wesselman, R.、Putnam, J.、Bassiri, D.(1987)。Effects of Explaining the Reasoning Associated with Using Reading Strategies。Reading Research Quarterly，22(3)，347-368。  new window
11.李新鄉、黃秀文、黃瓊儀(19971100)。相互教學法對國小六年級學童閱讀理解能力、後設認知能力與閱讀態度之影響。嘉義師院學報，11，89-117。  延伸查詢new window
12.柯華葳(19990700)。閱讀理解困難篩選測驗。測驗年刊，46(2)，1-11。new window  延伸查詢new window
13.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
14.Brown, Ann L.、Campione, Joseph C.、Day, Jeanne D.(1981)。Learning to learn: On training students to learn from texts。Educational Researcher，10(2)，14-21。  new window
15.Palincsar, A. S.、Ransom, K.、Derber, S.(1989)。Collaborative research and development of reciprocal teaching。Educational Leadership，46(4)，37-40。  new window
學位論文
1.黃瓊儀(1996)。相互教學法對國小高年級學童閱讀理解能力、後設認知能力與閱讀態度之影響(碩士論文)。國立嘉義師範學院。  延伸查詢new window
圖書
1.林寶貴、錡寶香(1999)。中文閱讀理解測驗。臺北市：國立臺灣師範大學特殊教育學系：國立台灣師範大學特殊教育中心。  延伸查詢new window
2.Pearson, P. David、Johnson, Dale D.(1978)。Teaching reading comprehension。Holt, Rinehart & Winston。  new window
3.陳英豪、吳裕益(1995)。測驗與評量。高雄市：復文圖書出版社。  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.Tharp, R. G.、Gallimore, R.(1988)。Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context。Cambridge：Cambridge University Press。  new window
6.周文欽、歐滄和、許擇基、盧欽銘、金樹人、范德鑫(1995)。心理與教育測驗。臺北：心理。  延伸查詢new window
7.Gagne, Ellen D.、Yekovich, Frank R.、Yekovich, Carol Walker(1993)。The Cognitive Psychology of School Learning。New York, NY：Harper Collins College：Addison Wesley Longman。  new window
8.Reid, D. K.(1988)。Teaching the learning disabled: a cognitive developmental approach。Allyn and Bacon。  new window
其他
1.涂志賢(1998)。相互教學法對國小六年級學童國語科閱讀理解、後設認知、自我效能影響之研究。  延伸查詢new window
2.許淑玟(2000)。國小六年級學生實施交互教學法之研究。  延伸查詢new window
3.黃秀霜(1998)。中文年級識字量表，台北市：心理出版社。  延伸查詢new window
4.蔡敏玲、陳正乾譯(1997)。社會中的心智：高層次心裡過程的發展，台北市：心理出版社。  延伸查詢new window
5.Bender, W. N.(1987)。Behavioral indicators of temperament and personality in the inactive learner。  new window
6.Bos, C. S., & Vaughn, S.(1998)。Teaching students with learning and behavior problems，MA：Allyn and Bacon。  new window
7.Brown, A. L., Armbruster, B. B., & Baker, L.(1984)。The role of metacognition in reading and studying，Hills-dale, NY：Erlbaum。  new window
8.Chan, L. K. S., Cole, P. G., & Morris, J. N.(1990)。Effects of instruction in the use of a visual-imagery strategy on the reading-comprehension competence of disabled and average readers。  new window
9.Garner, R.(1992)。Self-regulated learning, strategy shifts, and shared expertise: Reactions to Palincsar and Klenk。  new window
10.Haller, E. P., Child, D. A., & Walberg, H. J.(1988)。Can comprehension be taught? A quantitative synthesis of metacognitive studies。  new window
11.Mealey, D. L., & Nist, S. L.(1989)。Postsecondary, Teacher Directed Comprehension Strategies。  new window
12.Palincsar, A. S., & Brown, A. L.(1989)。Instruction for self-regulated reading。  new window
13.Taweny, J. W., & Gast, D. L.(1984)。Singgle subject research in special education，Columbus, OH：Charles E. Merrill。  new window
14.Wong, B. Y. L.(1994)。Instructional parameters promoting transfer of learned strategies in students with learning disabilities，Learning。  new window
圖書論文
1.Short, E. J.、Weissberg-Benchell, J. A.(1989)。Triple alliance for learning: Cognition, metacognition, and motivation。Cognitive strategy research: From basic research to educational application。New York：Springer-Verlag。  new window
2.Pressley, M.、Snyder, B. L.、Cariglia-Bull, T.(1987)。How can good strategy use be taught to children? Evaluation of six alternative approaches。Transfer of learning: Contemporary research and applications。Academic Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：904（臺灣：882，外國：22） ／ 本年度總使用人次：2564847 ／ 訪客人次（自102年09月）：68368227
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上