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題名：自我調整寫作策略教學對國中學習障礙學生寫作能力之研究
書刊名：特殊教育與復健學報
作者：陳瑋婷
作者(外文)：Chen, Wei-ting
出版日期：2005
卷期：14
頁次：頁171-194
主題關鍵詞：自我調整寫作策略；學習障礙學生；議論文寫作；Self-regulated strategy development；Students with learning disabilities；Opinion essays writing
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(2) 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:1
  • 共同引用共同引用:41
  • 點閱點閱:44
本研究採「跨受試多基準線實驗設計」，以探討自我調整寫作策略教學對國中二年級學習障礙學生議論文寫作之影響。三位研究對象取自彰化縣田尾國中，利用六個月的時間，依序對三位受試者進行教學及評量。評量內容包含受試者議論文得分、文章總字數及作文內涵分析等部分。 研究結果顯示經過自我調整寫作策略教學後，受試者議論文得分明顯提高、作文內涵明顯提升；第二及第三位受試者的文章總字數顯著增加。
The purpose of this study was to explore the effects of self-regulated strategy development instruction on opinion essays writing among second grade junior high school students with learning disabilities. The study was conducted by using single subject multiple-baseline across individuals design. Three participants with learning disabilities were selected from Tian-wei junior high school in Chang-hua County and were instructed and evaluated for six months. The assessments were conducted immediately after instruction to explore the scores of opinion essays, the length of articles, and the quality of articles. The results showed that self-regulated strategy development instruction improved the participants' scores and quality of articles. Two of the participants wrote longer opinion essays after instruction.
期刊論文
1.王基西(19950900)。論說文寫作要點。中國語文，77(3)=459，51-57。  延伸查詢new window
2.Graham, S.、Harris, K. R.、Larsen, L.(2001)。Prevention and intervention of writing difficulties for students with learning disabilities。Learning Disabilities Research & Practice，16(2)，74-85。  new window
3.葉靖雲(20000600)。以文章寫作和造句測驗評估國小學生作文能力之效度研究。特殊教育研究學刊，18，151-172。new window  延伸查詢new window
4.Harris, K. R.、Graham, S.、Mason, L. H.(2003)。Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities。Focusing on Exceptional Children，35，1-16。  new window
5.Troia, G. A.、Graham S.(2002)。The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities。Journal of Learning Disabilities，35，290-306。  new window
6.葉靖雲(19990600)。五種作文能力測驗的效度研究。特殊教育學報，13，331-366。new window  延伸查詢new window
7.Paz, S, D. L.(2001)。Teaching writing to students with attention deficit disorders and specific language impairment。Journal of Educational Research，95(1)，37-48。  new window
8.De La Paz, S.、Graham, S.(1997)。Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties。Exceptional Children，63(2)，167-181。  new window
9.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
10.楊坤堂(20021200)。書寫語文學習障礙學生的補救教學。國小特殊教育，34，1-12。new window  延伸查詢new window
研究報告
1.楊坤堂(1997)。我國國民小學一、三、九年級一般兒童與國語學習障礙兒童書寫語文能力之研究 (計畫編號：NSC86-2413-H133-004)。  延伸查詢new window
學位論文
1.林郁展(2003)。概念構圖在國小「過程導向」寫作教學的應用研究(碩士論文)。國立嘉義大學。  延伸查詢new window
2.歐惠娟(2003)。「PLAN」策略教學對國小五年級學習障礙學生說明文寫作表現影響之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.施錚懿(1997)。國小六年級寫作學習障礙與普通學生在故事與說明文寫作成果之比較(碩士論文)。國立彰化師範大學。  延伸查詢new window
4.林宜利(2003)。「整合繪本與概念構圖之寫作教學方案」對國小三年級學童記敘文寫作表現之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.劉明松(2003)。結構性過程取向寫作教學對國小作文低成就學生寫作學習效果之研究(博士論文)。彰化師範大學，彰化。new window  延伸查詢new window
6.李曼曲(2004)。台北市國小四年級普通學生與學習障礙學生寫作能力之分析研究(碩士論文)。臺北市立師範學院。  延伸查詢new window
7.謝秀圓(2004)。寫作的認知策略教學對高職輕度智能障礙學生寫作表現之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
8.吳珮雯(2002)。國小五年級普通學生及學習障礙學生口語表達與書寫表達表現上之比較(碩士論文)。國立彰化師範大學。  延伸查詢new window
圖書
1.Harris, K. R.、Graham, S.(1992)。Helping young writers master the craft: Strategy instruction and self regulation in the writing process。Cambridge, MA：Brookline Books。  new window
2.Kirk, S. A.、Gallagher, J. J.、Anastasiow, N. T.(2003)。Educating exceptional children。New York：Houghton Mifflin。  new window
3.Harris, K. R.、Graham, S.(1996)。Making the writing process work: Strategies for composition and self-regulation。Cambridge, MA：Brookline Books。  new window
4.Lerner, J. W.(2003)。Learning disabilities: Theories, diagnosis, and teaching strategies。New York：Houghton Mifflin Company。  new window
5.Hallahan, D. P.、Kauffman, J. M.、Lloyd, J. W.(1999)。Introduction to learning disabilities。Allyn & Bacon。  new window
其他
1.王桂蘭(2001)。談作文舉證的方法。  延伸查詢new window
2.林寶貴、錡寶香(2000)。國小學童書寫語文測驗之編製。  延伸查詢new window
3.陳佳君(2001)。從章法談國小作文運材教學--以幾種常用於論說文的章法為例。  延伸查詢new window
4.教育部(2002)。身心障礙與資賦優異學生鑑定標準。  延伸查詢new window
5.教育部(2003)。國民中小學九年一貫課程綱要。  延伸查詢new window
6.黃貞子(2002)。國語學習障礙兒童補救教學。  延伸查詢new window
7.楊坤堂、李水源、吳純純、張世慧(2002)。國小兒童書寫語文能力診斷測驗。  延伸查詢new window
8.楊鴻銘(2000)。說明文的寫法--以「我的夢想」為例。  延伸查詢new window
9.Albertson, L. R., & Billingsley, F. F.(1997)。Improving young writers’ planning and reviewing skills while story-writing。  new window
10.Bender, W. N.(2001)。Learning disabilities: Characteristics, identification, and teaching strategies。  new window
11.De La Paz, S.(1999)。Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities。  new window
12.De La Paz, S., & Graham, S.(1997a)。Effects of dictation and advanced planning instruction on the composing of students with writing and learning problems。  new window
13.De La Paz, S., & Graham, S.(2002)。Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms。  new window
14.De La Paz, S., Owen, B., Harris, K. R., & Graham, S.(2000)。Riding Elvis’ motorcycle: Using Self-regulated Strategy Development to PLAN and WRITE for a state exam。  new window
15.Graham, S., & Harris, K. R.(1989)。A component analysis of cognitive strategy instruction: Effects on learning disables students’ compositions and self-efficacy。  new window
16.Graham, S., & Harris, K. R.(1993)。Self-regulated strategy development: Helping students with learning problems develop as writers。  new window
17.Graham, S., & Harris, K. R.(1997)。Whole language and process writing: Does one size fit all?。  new window
18.Graham, S., & Harris, K. R.(1999)。Assessment and intervention in overcoming writing difficulties: An illustration from the self-regulated strategy development model。  new window
19.Hardman, M. L., Drew C. J., & Egan, M. W.(2005)。. Human exceptionality: School, community, and family。  new window
20.Harris, K. R., & Graham, S.(1999)。Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development。  new window
21.Harris, K. R., Graham, S., & Mason, L. H.(2002)。Teaching strategies for writing stories for writing stories and persuasive essays: The effects of SRSD instruction with young struggling writers。  new window
22.Harris, K. R., Graham, S., Mason, L. H., & Saddler, B.(2002)。Developing self-regulated writers。  new window
23.Harris, K. R., Schmidt, T., & Graham, S.(1998)。Every child can write: Strategies for composition and self-regulation in the writing process。  new window
24.Lauffer, K. A.(2000)。Accommodating students with specific written disabilities。  new window
25.Pressley, M.(1995)。Cognitive strategy instruction that really improves children’s academic performance。  new window
26.Roth, F. P.(2000)。Narrative writing: Development and teaching with children with writing difficulties。  new window
27.Saddler, B., Moran, S., Graham, S., & Harris, K. R(2002)。Preventing writing difficulties: Strategy instruction for young struggling writers。  new window
28.Sexton, M., Harris, K. R., & Graham, S.(1998)。Self-regulated strategies Development and the writing process: Effects on essay writing and attribution。  new window
圖書論文
1.Graham, S.、Harris, K. R.(2003)。Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies。Handbook of learning disabilities。NY：Guilford Press。  new window
 
 
 
 
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