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題名：交互教學法對增進聽覺障礙學生閱讀理解能力之研究
書刊名：特殊教育與復健學報
作者：李姿德／李芃娟 引用關係
作者(外文)：Lee, Zu-te／Lee, Pone-chuan
出版日期：2003
卷期：11
頁次：頁127-152
主題關鍵詞：交互教學法；聽覺障礙；閱讀理解能力；Reciprocal teaching；Hearing impairments；Reading comprehension abilities
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:205
  • 點閱點閱:64
本研究目的在於探討交互教學法對聽覺障礙學生閱讀理解能力之成效。研究方法採用單一受試研究之A-B-A-B設計，自變項為交互教學法，依變項為聽覺障礙學生的閱讀理解能力。 本研究對象為三名十至十二歲就讀啟聰班的中重度聽覺障礙學生，三名受試者分別接受四個階段，包括基線期一（A₁）、基線期一（A₂）、介入期一（B₁）和介入期二（B₂）之資料蒐集，資料的蒐集是記錄三名受試者在「閱讀理解測驗」的表現，以目視分析和內容分析的方式加以探討。同時，輔以分析三名受試者及其家長、老師對此實驗教學之看法。 本研究之結果如下： 一、交互教學法能增進聽覺障礙學生的閱讀理解能力。 二、家長與老師均認為交互教學法能增進聽覺障礙學生的閱讀理解能力，而受試者也認為自己在接受交互教學法的介入後，閱讀理解能力有所增進。
The purpose of this study was to explore the effects of reciprocal teaching on improving the reading comprehension abilities of the students with hearing impairments. The research method adopted a A-B-A-B withdrawal design of the single-subject research, with reciprocal teaching as the independent variable, the reading comprehension abilities with hearing impairments as dependent variables. The subjects of this study were three students with moderate-severe hearing impairments aged from 10 to 12, classed at hearing impairments. Data were collected from four phases, including baseline (A₁, A₂) and intervention (B₁, B₂). Visual analysis and content analysis were used to evaluate the data collected from the performance of three subjects in reading comprehension test. In the mean time, the questionnaire which was filled by the subjects, their parents and teachers was analyzed. The main findings of the study were as follows: 1. The reading comprehension abilities of the students with hearing impairments can improve with reciprocal teaching. 2. Parents and teachers confirmed that reciprocal teaching could improve the reading comprehension abilities of the students with hearing impairments, and the subjects think that their reading comprehension abilities have improved after receiving reciprocal teaching as well.
Other
1.Cegelka, P. T., & Berdine, W. H.(1995)。Effective instruction for students with learning difficulties，Boston：Allyn and Bacon。  new window
期刊論文
1.錡寶香(20000700)。聽覺障礙學生閱讀理解能力之分析。特殊教育學報，14，155-187。new window  延伸查詢new window
2.Trybus, R. J.、Karchmer, M. A.(1977)。School achievement scores of hearing impaired children: National data on achievement status and growth patterns。American annals of the deaf，122，62-69。  new window
3.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
4.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
5.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
6.Lederer, J. M.(2000)。Reciprocal teaching of social studies in inclusive elementary classrooms。Journal of Learning Disabilities，33(1)，91-106。  new window
7.Palincsar, S. A.、Klenk, L.(1992)。Fostering literacy learning in supportive contexts。Journal of learning disabilities，25(4)，211-225+229。  new window
8.Rosenshine, B.、Meister, C.(1994)。Reciprocal teaching: A review of the research。Review of Educational Research，64(4)，479-531。  new window
9.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
10.Palincsar, A. S.(1986)。The role of dialogue in providing scaffolded instruction。Educational Psychologist，21(1/2)，73-98。  new window
11.張蓓莉(19890600)。聽覺障礙學生之語言能力研究。特殊教育研究學刊，5，165-204。new window  延伸查詢new window
12.林寶貴、李真賢(19870600)。聽覺障礙學生國語文能力之研究。教育學院學報，12，1-29。new window  延伸查詢new window
13.Wood, David J.、Bruner, Jerome S.、Ross, Gail(1976)。The role of tutoring in problem solving。The Journal of Child Psychology and Psychiatry，17(2)，89-100。  new window
14.林寶貴、黃玉枝(19970600)。聽障學生國語文能力及錯誤類型之分析。特殊教育研究學刊，15，109-129。new window  延伸查詢new window
15.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
16.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
17.林蕙蓉(19950600)。國小學童後設認知策略教學對國語科閱讀理解效能之研究。臺南師院學報，28，271-312。new window  延伸查詢new window
學位論文
1.楊榮昌(2002)。相互教學法對國小五年級學童閱讀理解、後設認知及閱讀動機之影響(碩士論文)。屏東師範學院，屏東市。  延伸查詢new window
2.錡寶香(1989)。聽覺障礙學生國語文能力測驗之編製及其相關研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.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
4.李映伶(2002)。聽覺障礙學生閱讀理解策略之個案研究(碩士論文)。臺中師範學院。  延伸查詢new window
5.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
6.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
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.教育部(1999)。特殊教育法規選輯。臺北：教育部特殊教育工作小組。  延伸查詢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.Tawney, J. W.、Gast, D. L.(1984)。Single subject research in special education。Columbus, OH：C. E. Merrill publishing Co.。  new window
5.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
6.郭生玉(1995)。心理與教育研究法。臺北市：精華出版社。  延伸查詢new window
7.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
8.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
9.陸莉、劉鴻香(1994)。修訂畢保德圖畫詞彙測驗。心理出版社。  延伸查詢new window
其他
1.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。new window  延伸查詢new window
2.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
3.衛生署(1997)。身心障礙者保護法，台北：行政院衛生署。  延伸查詢new window
4.Aiken, L. R.(1976)。Psychological testing and assessment，Boston：Allyn and Bacon。  new window
5.Allen, T.(1986)。Patterns of academic achievement among hearing impaired students: 1974 and 1983，San Diego, CA：Little, Brown。  new window
6.Andrews, J. F.(1985)。Deaf children's acquistion of prereading skills using the reciprocal teaching procedure。  new window
7.Bennett, R., Ragosta, M., & Stricker, L.(1984)。The test performance of handicapped people，Princeton, NJ：Educational Testing Services。  new window
8.Carter, C. J.(1997)。Why reciprocal teaching?。  new window
9.Center for Assessment and Demographic Studies(1991)。Stanford Achievement Test, eighth edition: Hearingimpaired norms booklet，Washington, DC：Gallaudet University, Gallaudet Research Institute, Center for Assessment and Demographic Studies (CADS)。  new window
10.Dermody, M.(1988)。Metacongnitive strategies for development of reading comprehension for younger children。  new window
11.France, S. M., & Eckart, J. A.(1992)。The effects of reciprocal teaching on comprehension。  new window
12.Herrmann, B. A.(1988)。Two approaches for helping poor readers become more strategic。  new window
13.Holt, J. A.(1993)。Stanford achievement test 8th edition: redaing comprehension subgroup results。  new window
14.Jensema, C.(1975)。The relationship between academic achievement and the demographic characteristics of hearing impaired children and youth，Washington, D.C.：Gallaudet College。  new window
15.King, C. M., & Quigley, S. P.(1985)。Reading and deafness，London：Taylor & Francis。  new window
16.Levitt, H.(1987)。The development of language in young hearing impaired children，ASHA: Monographs。  new window
17.Luetke-Stahlman, B.(1999)。Language across the curriculum when students are deaf or hard of hearing，Hillsboro, OR：Butte Publications, Inc。  new window
18.Marks, M., Pressley, M., Coley, J. D., Craig, S., Gardner, R., Depinto, T., & Rose, W.(1994)。Three teachers’ adaptations of reciprocal teaching in comprehension to traditional reciprocal teaching。  new window
19.McAnally, P. L., Rose, S. & Quigley, S. P.(1999)。Reading practices with deaf learners，Austin, TX：PRO-ED。  new window
20.Mealey, D. L., & Nist, S. L.(1989)。Postsecondary, teacher directed comprehension strategies。  new window
21.Palincsar, A. S.(1987)。Collaborating for Collaborative learning of text comprehension。  new window
22.Palincsar, S. A., David, Y. M., Winn, J. A., & Steven, D. D.(1991)。Examining the context of strategy instruction。  new window
23.Payne, B. D., & Manning, B. H.(1992)。Basal reader instruction: effects of comprehension monitoring training on reading comprehension,strategy use and attitude。  new window
24.Robertson, L., & Flexer, C.(1993)。Reading development: A parent survey of children with hearing impairment who developed speech and language through the auditoryverbal method。  new window
25.Rogoff, B., & Gardner, W.(1984)。Guidance in cognitive development: An examination of mother-child instruction，Cambridge, MA：Harvard University Press。  new window
26.Saenz, L. M., & Fuchs, L. S.(2002)。Examing the reading difficulty of secondary students with learning disabilities。  new window
27.Taylor, B. M., & Frye, B. J.(1992)。Comprehension strategy instruction in the intermediate grades。  new window
28.Trybus, R.(1985)。Today's hearing impaired children and youth: A demographic and academic profile，Washington, D.C.：Gallaudet Research Institute。  new window
圖書論文
1.Quigley, S. P.、Paul, P. V.(1989)。English language development。The Handbook of special education: Research and practice: Vol. 3. Low incidence conditions。Oxford：Pergamon Press。  new window
2.Rumelhart, D. E.(1977)。Toward an interactive model of reading。Attention and performance IV。Hillsdale, NJ：Laurence Erlbaum Associates。  new window
3.Quigley, S.、Paul, P.(1986)。A perspective on academic achievement。Deafness in perspective。San Diego, CA：College-Hill Press。  new window
 
 
 
 
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