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題名：故事結構教學加分享閱讀對增進國小閱讀障礙學童讀寫能力與故事結構概念之研究
書刊名：臺北市立師範學院學報. 教育類
作者：王瓊珠 引用關係
作者(外文)：Wang, Chiung-chu
出版日期：2004
卷期：35:2
頁次：頁1-22
主題關鍵詞：故事結構；分享閱讀；閱讀障礙；Story grammar instruction；Shared-book reading；Reading disabilities
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(17) 博士論文(5) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:17
  • 共同引用共同引用:91
  • 點閱點閱:96
　　　　　本研究旨在探討故事結構教學加分享閱讀對國小二到五年級閱讀障礙學童(17人，男生11人，女生6人)基本讀寫能力與故事結構概念之成效。以單一受試研究法AB設計，將實驗分為兩個部份；基準線階段(A)與教學介入階段(B)，其中階段B又按逐變標準設計的精神，細分為B1, B2, B3三個小階段，依據鷹架教學理念，教學方式從師大量支持到逐漸去除，B1階段為示範期，B2階段為引導期，B3階段為獨立期，個時期的通過率亦事先訂定標準。為瞭解教學實驗的維持成效，於教學結束後二週後再進行後測。經過三個月左右的教學，得到以下的結論：(1)故事結構教學加分享閱讀能有效提升學童的故事結構概念。(2)使用繪本有助於閱讀障確學童理解故事結構。(3)故事結構教學加分享閱讀的維持效果穩定性不足。(4)個案在幾項標準化讀寫測驗之後測分數分顯著優於前測分數，但與常模相較，其成長富度仍未有極大突破。
　　　　　The purposes of this study were to explore the effects of story grammar instruction combined with shared-book reading on the basic reading and writing skills as well as the concept of six story grammar components of 17 elementary students (11 boys and 6 girls) with reading disabilities through a single-subject AB design. Results indicated the scores of students’ basic reading and writing skills from pretest to posttest were significantly increased, however, the improvement was not a dramatic change compared to that of average students. Most students’ scores on story grammar in creased after instruction, but the maintenance of instructional effects was not stable.
期刊論文
1.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
2.Johnston, F. R.(2000)。Word learning in predictable text。Journal of Educational Psychology，92(2)，248-255。  new window
3.Bacon, E. H.、Carpenter, D.(1989)。Learning disabled and nondisabled college students' use of structure in recall of stories and text。Learning Disability Quarterly，12(2)，108-118。  new window
4.陳姝蓉、王瓊珠(20030900)。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。特殊教育研究學刊，25，221-242。new window  延伸查詢new window
5.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
6.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
7.Ouellette, G.、Dagostino, L.、Carifio, J.(1999)。The effects of exposure to children's literature through read aloud and an inferencing strategy on low reading ability fifth graders' sense of story structure and reading comprehension。Reading Improvement，36，73-89。  new window
8.Shu, H.、Anderson, R. C.、Zhang, H.(1995)。Incidental learning of words meanings while reading: A Chinese and American cross-cultural study。Reading Reseach Quarterly，30，76-95。  new window
9.Gersten, R.、Dimino, J.(1989)。Teaching literature to at-risk students。Educational Leadership，46(5)，53-57。  new window
10.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
11.Idol, L.、Croll, V. J.(1987)。Story-mapping Training as a Means of Improving Reading Comprehension。Learning Disability Quarterly，10(3)，214-229。  new window
12.Nagy, William E.、Anderson, Richard C.、Herman, Patricia A.(1987)。Learning word meanings from context during normal reading。American Educational Research Journal，24(2)，237-270。  new window
13.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
14.Rog, L. J.、Burton, W.(2002)。Matching texts and readers: Leveling early reading materials for assessment and instruction。The Reading Teacher，55，348-356。  new window
15.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
16.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
17.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
18.Troia, G. A.、Graham, S.、Harris, K. R.(1999)。Teaching students with learning disabilities to mindfully plan when writing。Exceptional Children，65，235-252。  new window
19.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
20.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
21.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
22.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
23.McConaughy, S. H.(1980)。Using story structure in the classroom。Language Arts，57(2)，157-165。  new window
會議論文
1.Lee, J. R.(1997)。Phonological awareness and Chinese character acquisition in Taiwan children: A reading ability control design research。The International Symposium on Cognitive Processes of Chinese Language，University of Hong Kong 。Hong Kong：University of Hong Kong。  new window
學位論文
1.陳美文(2002)。國小讀寫困難學生認知能力之分析研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Taylor, R. L.(2003)。Assessment of exceptional students: Educational and psychological procedures。Boston, MA：Allyn and Bacon。  new window
2.洪儷瑜、陳秀芬、陳慶順、李瑩灼、張郁雯(2003)。某本讀寫字綜合測驗。臺北：心理。  延伸查詢new window
3.Holdaway, D.(1979)。The foundations of literacy。Portsmouth, NH：Heinemann。  new window
4.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.Kuldanek, K.(1998)。The effects of using a combination of story frames and retelling strategies with learning disabled students to build their comprehension ability(ED416469)。  new window
2.Simmons, D. C.(1993)。Integrating narrative reading comprehension and writing instruction for all learners(ED 365 943)。  new window
3.Montague, M.(1988)。Story grammar and learning disabled students' comprehension and production of narrative prose(ED302819)。  new window
4.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
圖書論文
1.Peterson. B.(1991)。Selecting books for beginning readers。Bridge to literacy: Learning from Reading Recovery。Portsmouth, NH：Heinemann。  new window
2.Sulzby, E.、Teale, W.(1991)。Emergent literacy。Handbook of reading research。Longman。  new window
3.Tierney, R. J.(1992)。Ongoing research and new directions。Reading/writing connections: Learning from research。Newark, DE：International Reading Association。  new window
4.Anderson, R. C.、Gaffney, J. S.、Wu, X.、Wang, C. C.、Li, W.、Shu, H.、Nagy, W. E.、Ming, X.(2002)。Shared-book Reading in China。Chinese Children's Reading Acquisition: Theoretical and Pedagogical Issues。Norwell, MA。  new window
 
 
 
 
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