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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-xiang／Huang, 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 disabilities；Reading disabilities；Language ability；Receptive language；Expressive language
原始連結：連回原系統網址new window
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  • 共同引用共同引用:111
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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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3.Crowe, L. K.(2003)。Comparison of two reading feedback strategies in improving the oral and written language performance of children with language learning- disabilities。American Journal of Speech-Language Pathology，12，16-27。  new window
4.王梅軒、黃瑞珍(20050900)。國小課程本位閱讀測量方法之信度與效度研究。特殊教育研究學刊，29，73-94。new window  延伸查詢new window
5.錡寶香、張旭志、洪書婷(20121200)。學前特定型語言障礙兒童進入小學的追蹤研究：語言、識字表現之探討。特殊教育學報，36，61-91。new window  延伸查詢new window
6.Nathan, L.、Stackhouse, J.、Goulandris, N.、Snowling, M. J.(2004)。The development of early literacy skills among children with speech difficulties: A test of the "Critical Age Hypothesis"。Journal of Speech, Language, and Hearing Research，47(2)，377-391。  new window
7.錡寶香(20010900)。國小低閱讀成就學生的口語述說能力：語言層面的分析。特殊教育學報，15，129-175。new window  延伸查詢new window
8.Cutting, L. E.、Materek, A.、Cole, C. A. S.、Levine, T. M.、Mahone, E. M.(2009)。Effects of fluency, oral language, and executive function on reading comprehension performance。Annals of Dyslexia，59，34-54。  new window
9.錡寶香(20131000)。特殊教育中語言障礙學生的鑑定與安置：流程與評量。國民教育，54(1)，11-21。  延伸查詢new window
10.蘇宜芬、張祐瑄、李孟峰、黃鈺茜(20161200)。國小二至六年級朗讀流暢度篩檢準確度及切截點分析。教育科學研究期刊，61(4)，33-57。new window  延伸查詢new window
11.Anthony, J. L.、Davis, C.、Williams, J. M.、Anthony, T. I.(2014)。Preschoolers' oral language abilities: A multilevel examination of dimensionality。Learning and Individual Differences，35，56-61。  new window
12.Catts, H. W.、Kamhi, A. G.(2017)。Prologue: Reading comprehension is not a single ability。Language, Speech, and Hearing Services in Schools，48(2)，73-76。  new window
13.Etmanskie, J. M.、Partanen, M.、Siegel, L. S.(2016)。A longitudinal examination of the persistence of late emerging reading disabilities。Journal of Learning Disabilities，49，21-35。  new window
14.Fricke, S.、Bowyer-Crane, C.、Haley, A. J.、Hulme, C.、Snowling, M. J.(2013)。Efficacy of language intervention in the early years。Journal of Child Psychology and Psychiatry，54(3)，280-290。  new window
15.Goran, L. G.、Gage, N. A.(2011)。A comparative analysis of language, suspension, and academic performance of students with emotional disturbance and students with learning disabilities。Education and Treatment of Children，34，469-488。  new window
16.Gray, S.(2017)。Introduction to the clinical forum: Reading comprehension is not a single ability。Language, Speech, and Hearing Services in Schools，48，71-72。  new window
17.Ho, C. S.、Leung, M. T.、Cheung, H.(2011)。Early difficulties of Chinese preschoolers at familial risk for dyslexia: Deficits in oral language, phonological processing skills, and print-related skills。Dyslexia，17，143-164。  new window
18.Liu, P. D.、Chang, C. M.、Wong, A. M. Y.、Tardif, T.、Stokes, S. F.、Fletcher, P.、Shu, H.(2010)。Early oral language markers of poor reading performance in Hong Kong Chinese children。Journal of Learning Disabilities，43，322-331。  new window
19.McArthur, G. M.、Hogben, J. H.、Edwards, V. T.、Heath, S. M.、Mengler, E. D.(2000)。On the "specifics" of specific reading disability and specific language impairment。Journal of Child Psychology and Psychiatry，41(7)，869-874。  new window
20.Murphy, k. A.、Justice, L. M.、Ann, A. O.、Pentimonti, J. M.、Kaderavek, J. N.(2016)。Understanding risk for reading difficulties in children with language impairment。Journal of Speech, Language, and Hearing Research，59，1436-1447。  new window
21.Nielsen, D. C.、Friesen, L. D.(2012)。A study of the effectiveness of a small-group intervention on the vocabulary and narrative development of at-risk kindergarten children。Reading Psychology，33，269-299。  new window
22.Nippold, M. A.(2014)。Language intervention at the middle school: Complex talk reflects complex thought。Language, Speech, and Hearing Services in Schools，45，153-156。  new window
23.Nippold, M. A.(2015)。Call for studies in implementation science: Improving reading comprehension in school-age children。Language, Speech, and Hearing Services in Schools，46，65-67。  new window
24.Richardson, U.、Kulju, P.、Nieminen, L.、Torvelainen, P.(2009)。Early signs of dyslexia from the speech and language processing of children。International Journal of Speech-Language Pathology，11，366-380。  new window
25.Riley, E. A.、Thompson, C. K.(2010)。Semantic typicality effects in acquired dyslexia: Evidence for semantic impairment in deep dyslexia。Aphasiology，24，802-813。  new window
26.Rodríguez, V. M. A.、Santana, G. M. R.、Hernández, N. V.、Bermúdez, L. C.(2016)。Intervention in reading processes in pupils with specific language impairment (SLI)。Psicothema，26，40-46。  new window
27.Snowling, M. J.、Hulme, C.(2012)。Interventions for children's language and literacy difficulties。International Journal of Language & Communication Disorders，47，27-34。  new window
28.Stojanovik, V.、Riddell, P.(2008)。Expressive versus receptive language skills in specific reading disorder。Clinical Linguistics & Phonetics，22，305-310。  new window
29.Torppa, M.、Lyytinen, P.、Erskine, J.、Eklund, K.、Lyytinen, H.(2010)。Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia。Journal of Learning Disabilities，43，308-321。  new window
30.Westerveld, M. F.、Gillon, G. T.、Moran, C.(2008)。A longitudinal investigation of oral narrative skills in children with mixed reading disability。International Journal of Speech-Language Pathology，10，132-145。  new window
31.Westerveld, M. F.、Gillon, G. T.(2010)。Oral narrative context effects on poor readers' spoken language performance: Story retelling, story generation, and personal narratives。International Journal of Speech-Language Pathology，12，132-141。  new window
32.Wixson, K. K.(2017)。An interactive view of reading comprehension: implications for assessment。Language, Speech, and Hearing Services in Schools，48，77-83。  new window
33.Wong, A. M.-Y.、Ho, C. S.-H.、Au, T. K.-F.、Kidd, J. C.、Ng, A. K.-H.、Yip, L. P.-W.、Lam, C. C.-C.(2015)。(Dis)connections between specific language impairment and dyslexia in Chinese。Read Write，28，699-719。  new window
34.National Institute of Child Health and Human Development, Early Child Care Research Network(2005)。Pathways to reading: The role of oral language in the transition to reading。Development Psychology，41(2)，428-442。  new window
35.劉惠美、張鑑如(20111100)。口語和閱讀關連性研究之文獻回顧與展望。教育心理學報，43，251-268。new window  延伸查詢new window
36.Catts, H. W.、Adlof, S. M.、Hogan, T. P.、Weismer, S. E.(2005)。Are specific language impairment and dyslexia distinct disorders?。Journal of Speech, Language, and Hearing Research，48，1378-1396。  new window
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。  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
4.Otto, B.、方秋雅(2013)。嬰幼兒的讀寫發展：0～8歲的反省式語文教學。臺北市：華騰。  延伸查詢new window
5.孟瑛如、魏銘志、田仲閔、周文聿(2015)。國民小學一至三年級閱讀理解診斷測驗。臺北市：心理出版社。  延伸查詢new window
6.桃園市政府特殊教育學生鑑定及就學輔導會(2017)。桃園市106年度鑑輔會心理評量人員第2次鑑定安置工作研習手冊。桃園市：桃園市政府教育局。  延伸查詢new window
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
8.Owens, R. E.、Metz, D. E.、Farinella, K. M.、錡寶香、楊淑蘭、李秀妃、劉惠美、童寶娟、詹妍玲、陳小娟(2017)。溝通障礙導論：以實證本位觀點為導向。臺北市：華騰。  延伸查詢new window
9.Leonard, L. B.(2014)。Children with Specific Language Impairment。London：Massachusetts Institute of Technology。  new window
10.Paul, R.、Norbury, C. F.(2012)。Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating。St. Louis, MO：Mosby Elsevier。  new window
11.American Psychiatric Association(2013)。Diagnostic and statistical manual of mental disorders。Washington, DC：American Psychiatric Association。  new window
12.錡寶香(20090000)。兒童語言與溝通發展。臺北：心理。new window  延伸查詢new window
其他
1.International Dyslexia Association(2014)。IDA dyslexia handbook: What every family should know，http://dyslexiaida.org。  new window
2.Learning Disabilities Association of America(2002)。Language Processing Disorder，https://ldaamerica.org/types-of-learning-disabilities/language-processing-disorder/。  new window
3.U.S. Department of Education(2006)。The U.S. Department of Education published proposed regulations to implement the Individuals with Disabilities Education Improvement Act of 2004 (IDEA)，http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CPreregulation%2C12%2C。  new window
圖書論文
1.洪儷瑜(2010)。閱讀困難學生的特質。突破閱讀困難︰理念與實務。臺北：心理。  延伸查詢new window
2.李俊仁(2014)。音韻覺識與閱讀發展。中文閱讀障礙。臺北市：心理。  延伸查詢new window
 
 
 
 
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