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：問題-答案關係策略與國中輕度智能障礙學生閱讀理解成效之研究
書刊名：特殊教育與復健學報
作者：廖悅伶／林惠芬 引用關係
作者(外文)：Liao, Yueh-ling／Lin, Hui-fen
出版日期：2013
卷期：29
頁次：頁23-45
主題關鍵詞：問題-答案關係策略；閱讀理解；輕度智能障礙；Question-answer relationship strategy；QAR strategy；Reading comprehension；Mild intellectual 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(1) 博士論文(0) 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:86
  • 點閱點閱:56
本研究係探討「問題－答案關係」閱讀理解策略的教學，對於國中輕度智能障礙學生閱讀理解以及問題類型辨識能力的成效。本研究以30名國中二年級之輕度智能障礙學生為研究對象，採不等組前測－後測設計，實驗組及對照組各15名學生，實驗組接受6週，每週2節課，每節課45分鍾的問題－答案關係閱讀理解策略教學，對照組則接受原來的語文教學。本研究以三份自編之閱讀理解測驗，評量兩組受試學生在前測、後測與保留後測的閱讀理解表現與問題－答案辨識的能力；並以前測成績作為共變數，進行獨立樣本單因子共變數分析以及相依樣本t考驗之分析。研究結果顯示，實驗組學生在接受「問題－答案關係」閱讀理解策略教學之後，其閱讀理解立即後測及保留後測分數都顯著優於對照組。此外，實驗組的問題類型辨識能力後測分數優於前測，而且也顯著優於對照組。此結果支持了國中輕度智能障礙學生能從「問題－答案關係」閱讀理解策略教學中受益。
The purposes of this study were to investigate the effects of the Question-Answer Relationship (QAR) strategy for junior high school students with mild intellectual disabilities on their reading comprehension and recognition about the four types of QAR questions. Thirty 8th-grade students with mild intellectual disabilities participated in this study and were divided into the experimental and control groups. The nonequivalent pretest-posttest designs were adopted. The experimental group received the instruction of QAR strategies and the control group was given general teaching. Three self-developed reading comprehension tests in which included items of question identification were used for pre-, post-, and retention-session to assess the performance of the two groups. Data were analyzed with one-way ANCOVA and pairwise t-test. The findings are as follows:1. The scores on the post-reading test and the retention-reading test of the experimental group were higher than those of the control group, which indicated that the QAR strategies could improve the reading comprehension for junior high school students with mild intellectual disabilities.2. The scores on the post-identification test and the retention- identification test of the experimental group were higher than those of the control group. It indicated that after receiving the QAR strategies instruction the junior high school students with mild intellectual disabilities could correctly analyze the types of QAR questions and find the sources of the answers. Suggestions were provided for future teaching and study.
期刊論文
1.王天苗、范德鑫(19980600)。智障學生學校適應能力之探討。特殊教育研究學刊，16，109-129。new window  延伸查詢new window
2.Cortese, E. E.(2003)。The application of question-answer relationship strategies to pictures。The Reading Teacher，57，374-380。  new window
3.Ezell, H. K.、Kohler, F. W.(1992)。Use of peer-assisted procedures to teach QAR reading comprehension strategies to third-grade children。Education & Treatment of Children，15(3)，205-228。  new window
4.Jones, J.、Leahy, S.(2006)。Developing strategic readers: Effective strategies to help students learn to actively question as they read science texts。Science and Children，44(3)，30-34。  new window
5.Isikdogan, Necla、Kargin, Tevhide(2010)。Investigation of the effectiveness of the story-map method on reading comprehension skills among students with mental retardation。Educational Sciences: Theory & Practice，10(3)，1509-1527。  new window
6.Okebukola, F.、Owolabi, T.(2007)。The Efficacy of Question -Answer- Relationships (QAR) on Students' Achievement and Conceptual Change in Science。International Journal of Learning，14，173-178。  new window
7.Simmonds, P. M.(1992)。The effects of teacher and implementation of two methods for improving the comprehension skills of students with learning disabilities。Learning Disabilities Research &Practice，7，194-198。  new window
8.蘇宜芬(20040400)。閱讀理解的影響因素及其在教學上的意義。教師天地，129，21-28。  延伸查詢new window
9.Raphael, T. E.、McKinney, J.(1983)。An Examination of Fifth- and Eighth-grade Children's Question-answering Behavior: An Instructional Study in Metacognition。Journal of Reading Behavior，15(3)，67-86。  new window
10.Raphael, T. E.、Pearson, P. D.(1985)。Increasing student awareness of sources of information for answering questions。American Educational Research Journal，22，217-237。  new window
11.Benito, M. Y.、Foley, C. B.、Lewis, D. C.、Prescott, P.(1993)。The effect of instruction in question-answer relationships and Metacognition on social studies comprehension。Journal of Research in Reading，16(1)，20-29。  new window
12.Raphael, Taffy E.(1986)。Teaching question answer relationships, revisited。The Reading Teacher，39(6)，516-522。  new window
13.林惠芬(19970600)。自我教導問-答閱讀策略對國中輕度智能不足學生閱讀理解效果之研究。特殊教育學報，12，103-123。new window  延伸查詢new window
14.張正芬(19870600)。輕度智能不足學生語文能力之研究。特殊教育研究學刊，3，49-66。new window  延伸查詢new window
15.Raphael, T. E.、Au, K. H.(2005)。QAR: Enhancing comprehension and test taking across grades and content areas。Reading Teacher，59(3)，206-221。  new window
16.Van Den Bos, K. P.、Nakken, H.、Nicolay, P. G.、Van Houten, E. J.(2007)。Adults with mild intellectual disabilities: Can their reading comprehension ability be improved?。Journal of Intellectual Disability Research，51，835-849。  new window
會議論文
1.Raphael, T. F.、Wonnacott, C. A.(198112)。The effect of metacognitive awareness training on question-answer behavior: Implementation in a fourth grade developmental reading program。Annual Meeting of the National Reading Conference。Dallas, TX。  new window
研究報告
1.Raphael, T. E.(1982)。Improving question answer performance through instruction。Urbana, IL：Center for the Study of Reading, University of Illinois。  new window
學位論文
1.林靜慧(2004)。問答命題策略教學對國小輕度智能障礙學生閱讀理解成效之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.紀淑雲(2011)。問題答案關係策略對國小三年級學生在社會學習領域閱讀理解之行動研究(碩士論文)。中原大學。  延伸查詢new window
3.許晴佩(2005)。QAR「問題-答案關係」閱讀理解策略教學對國小四年級學童閱讀理解成效之研究(碩士論文)。臺中師範學院。  延伸查詢new window
4.董慧仙(2009)。「問題--答案關係」策略對國小五年級學童閱讀理解與後設認知能力之影響(碩士論文)。國立嘉義大學，嘉義市。  延伸查詢new window
5.吳庭耀(2009)。比較不同閱讀理解策略對國小中年級低閱讀能力學童在不同文體之閱讀流暢度與閱讀理解表現之差異研究(碩士論文)。國立臺南大學。  延伸查詢new window
6.蔣佳穎(2007)。自我發問、問題答案關係策略教學對國小六年級學童閱讀理解與閱讀動機之影響研究(碩士論文)。國立屏東教育大學，屏東市。  延伸查詢new window
7.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(博士論文)。國立彰化師範大學。new window  延伸查詢new window
圖書
1.董媛卿(1993)。修改、重整輕度智能不足者教材的建議。特殊教育研習專輯。嘉義市：國立嘉義師範學院特殊教育中心。  延伸查詢new window
2.Ohler, M. E.(1984)。Training third grade students to use the question -answer relationship strategy for comprehension of expository text。College Park, MD：University of Maryland。  new window
3.Raphael, T. E.、Au, K. H.、Highfield, K.(2006)。QAR Now: A Powerful and Practical Framework That Develops Comprehension and Higher-Level Thinking in All Students。Scholastic。  new window
4.Richek, M.、Caldwell, J.、Jennings, J.、Lerner, J.(1996)。Reading problems: Assessment and teaching strategies。Needham Heights, MA：Allyn & Bacon。  new window
5.王瓊珠、陳淑麗(2010)。突破閱讀困難：理念與實務。臺北：心理。  延伸查詢new window
6.Pearson, P. David、Johnson, Dale D.(1978)。Teaching reading comprehension。Holt, Rinehart & Winston。  new window
7.教育部(2006)。身心障礙及資賦優異學生鑑定標準。臺北：教育部。  延伸查詢new window
8.Chall, J. S.(1996)。Learning to read: The great debate。Fort Worth：Harcourt Brace College Publishers。  new window
9.Lerner, J. W.(2003)。Learning disabilities: Theories, diagnosis, and teaching strategies。New York：Houghton Mifflin Company。  new window
10.Kameenui, Edward J.、Simmons, Deborah C.(1990)。Designing instructional strategies: The prevention of academic learning problems。Merrill Publishing。  new window
11.王瓊珠(2004)。故事結構教學與分享閱讀。臺北市：心理出版社。  延伸查詢new window
其他
1.荊溪昱，趙世範，翁凌志(2007)。中文文章適讀性線上分析系統，http://140.127.45.25/Readability/index.aspx。  延伸查詢new window
2.教育部(20090713)。悅讀101：教育部國民中小學提升閱讀計畫，http://www.openbook.moe.edu.tw/。  延伸查詢new window
3.Schraw, G.，Brooks, D.(2001)。Improving college teaching using an interactive, compensatory model of learning，http://www.cci.unl.edu/Chau/CompMod.html。  new window
圖書論文
1.van den Broek, Paulus Willem、Kremer, Kathleen E.(2000)。The mind in action: What it means to comprehend during reading。Reading for meaning: Fostering comprehension in the middle grades。International Reading Association。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
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：742（臺灣：729，外國：13） ／ 本年度總使用人次：1827278 ／ 訪客人次（自102年09月）：67634769
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