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題名:國小中年級閱讀障礙兒童伴隨語言問題之研究
書刊名:特殊教育學報
作者:劉義翔黃瑞珍
作者(外文):Liu, Yi-xiangHuang, Rei-jane
出版日期:2017
卷期:46
頁次:頁31-53
主題關鍵詞:學習障礙閱讀障礙語言能力口語理解口語表達Learning disabilitiesReading disabilitiesLanguage abilityReceptive languageExpressive language
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(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:111
  • 點閱點閱:207
本研究旨在探討國小中年級閱讀障礙兒童伴隨語言問題之比率、伴隨和不具語言問題之閱讀障礙兒童的口語理解與表達能力、語意及語法能力之差異。研究對象為46名國小中年級閱讀障礙兒童。配合研究目的以《國民小學閱讀理解診斷測驗(elementary school reading comprehension diagnostic assessment, RCDA)》、課程本位口語流暢度測驗(curriculum-based measurement-oral reading fluency, CBM-ORF)及《華語學齡兒童溝通及語言能力測驗(test of communication and language ability for school-age children in Chinese, TCLA)》進行閱讀障礙及伴隨語言問題之認定,及口語理解與表達能力之測量,並以敘述統計、獨立樣本t檢定及相依樣本t檢定進行資料分析。研究結果:(1)國小中年級閱讀障礙兒童伴隨語言問題之比率為74%;(2)伴隨語言問題之閱讀障礙兒童在TCLA全測驗、理解量表及表達量表得分顯著低於不具語言問題之閱讀障礙兒童;(3)伴隨語言問題之閱讀障礙兒童在TCLA理解量表得分顯著高於TCLA表達量表得分,不具語言問題之閱讀障礙兒童則無內在差異存在;(4)在語意能力方面,伴隨語言問題之閱讀障礙兒童在TCLA的詞彙及象徵性語言分測驗表現顯著低於不具語言問題之閱讀障礙兒童;(5)在語法能力方面,伴隨語言問題之閱讀障礙兒童在TCLA的語句結構及關聯詞分測驗表現,顯著低於不具語言問題之閱讀障礙兒童。最後,本研究依據研究結果進行討論並提供未來研究之建議,供研究者及教育工作者參考。
There were two objectives in this study. One was to examine the percentage of children with reading disabilities associated with language problems. The other one was to explore the expressive and receptive language skills in children with reading disabilities. Forty-six 3rd and 4th grade students with reading disabilities in Taiwan participated in the current study. Three instruments were administered: Elementary School Reading Comprehension Diagnostic Assessment (RCDA), Curriculum-Based Measurement Oral Reading Fluency (CBM-ORF), and Test of Communication and Language Ability for School-Age Children in Chinese (TCLA). The data were analyzed using descriptive statistics and t-test, which provided the following results: (a) Approximately 74% of children with reading disabilities associated with language problems. (b) Not only receptive language skills but also expressive language skills in children with reading disabilities had language problems (RD-L group) were significant lower than children with reading disabilities only (RD only group). (c) Receptive language skills were significant higher than expressive language skills in the RD-L group, but there was no difference in the RD only group. (d) The semantic performances which included vocabulary abilities and figurative language abilities in the RD only group were significant higher than in the RD-L group. (e) Syntactic performances which included sentence structure abilities and connectives abilities in the RD only group were significant higher than in the RD-L group.
期刊論文
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研究報告
1.葉靖雲、鍾佳蓁、王姿勻(2004)。學習障礙與一般能力學生口語和書寫表達能力之發展性研究 (計畫編號:NSC91-2413-H-018-013)。  延伸查詢new window
學位論文
1.粘玉芳(2008)。不同閱讀障礙類型兒童與普通兒童口語敘事表現之比較研究(碩士論文)。國立臺灣師範大學,臺北市。  延伸查詢new window
圖書
1.錡寶香(2008)。兒童語言障礙--理論、評量與教學。臺北市:心理。  延伸查詢new window
2.黃瑞珍、蔡昀純、林佳蓉、張亦渝、王亦群(2014)。華語學齡兒童溝通及語言能力測驗。臺北:心理。  延伸查詢new window
3.孟瑛如、田仲閔、魏銘志、周文聿(2015)。國民小學四至六年級閱讀理解診斷測驗--指導手冊。臺北:心理出版社。  延伸查詢new window
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7.新北市政府特殊教育學生鑑定及就學輔導會(2014)。新北市政府高級中等以下學校身心障礙學生鑑定安置工作心評教師工作手冊。新北市:新北市政府教育局。  延伸查詢new window
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圖書論文
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