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題名：後設認知閱讀策略對國小閱讀障礙兒童閱讀理解能力之研究
書刊名：特殊教育與復健學報
作者：周台傑／詹文宏
出版日期：1995
卷期：4
頁次：頁109-152
主題關鍵詞：後設認知閱讀策略；國小；閱讀；障礙兒童；理解能力
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(4) 博士論文(7) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:4
  • 點閱點閱:23
　　　　　本研究主要目的在探討閱讀障礙兒童接受後設認知自問自答和畫重點策略教學，對其閱讀理解能力的影響。研究方法採單一受試實驗設計模式中跨個人的多基線設計（multiple-baseline across individuals）進行研究。研究樣本為臺中市光復國小八十二學年度「閱讀障礙資源班」五年級的閱讀障礙兒童共六名。依學生的實足年齡、智商、國語文能力測驗等配對條件取樣，每三人配成一組；共分成兩組，一組指導後設認知自問自答策略，另一組指導後設認知畫重點策略。處理期每位受試者每週評量兩次，共四週。保留期一週，共評量八次。所得研究資料，用C統計和目視分析法來分析結果，研究結果如下： 一、 閱讀障礙兒童接受後設認知自問自答策略的教學，其閱讀理解測驗分數有顯著增加的趨向。 二、 閱讀障礙兒童接受後設認知自問自答策略的教學，經過42天之後，仍有保留的效果。 三、 閱讀障礙兒童接受後設認知畫重點策略的教學，其閱讀理解測驗分數有顯著增加的趨向。 四、 閱讀障礙兒童接受後設認知畫重點策略的教學，經過42天之後，仍有保留的效果。最後根據研究發現提出教學上和未來研究之建議。
　　　　　The purpose of the study was to investigate the effectiveness of self-questioning and underlining strategies in improving the reading comprehension ability for students with reading disabilities. The single-subject experimental design of multiple-baseline across individuals was used. The subjects were six fifth grade students with reading disabilities in resource room. Two groups were divided according to age、I.Q. and reading comprehension ability. The self-questioning instruction and underlining instruction were provided for intervention. Each child received intervention twice a week for four weeks. Finally, a follow-up sessions was conducted eight times a week for one week. Datas was analyzed by C statistic and visual analysis. The results were as follows: 1. The self-questioning instruction showed effects on increasing significantly trend in reading comprehension test scores for students with reading disabilities. 2. The self-questioning instruction had maintenance effects for students with reading disabilities after 42 days. 3. The underlining instruction increased significantly in reading comprehension test scores for students with reading disabilities. 4. The underlining instruction had maintenance effects for students with reading disabilities after 42 days. Finally, suggestion for teaching and future studies, based on the results of this research were discussed.
期刊論文
1.Wong, B. Y. L.(1986)。Metacognition and special education: A review of a view。Journal of Special Education，20(1)，9-29。  new window
2.Paris, S. G.、Oka, E. R.(1989)。Strategies for comprehending text and coping with reading difficulties。Learning Disability Quarterly，12(1)，32-42。  new window
3.Clark, F. L.、Deshler, D. D.、Schumaker, J. B.、Alley, G. R.、Warner, M. M.(1984)。Visual imagery and self-questioning: Strategies to improve comprehension of written material。Journal of Learning Disabilities，17(3)，145-149。  new window
4.Brown, A. L.、Smiley, S. S.(1978)。The development of strategies for studying texts。Child Development，49，1076-1088。  new window
5.汪榮才(19920700)。學習障礙兒童之後設認知歷程與教學。臺南師院學報，25，55-64。new window  延伸查詢new window
6.Bos, C. S.、Filip, D.(1984)。Comprehension monitoring in learning disabled and average students。Journal of Learning Disabilities，17(4)，229-233。  new window
7.Palincsar, A. S.(1986)。Metacognitive strategy instruction。Exceptional Children，53(2)，118-124。  new window
8.Blumberg, C. J.(1984)。Comment on "A simplified timeseries analysis for evaluating treatment intervention"。Journal of Applied Behavior Analysis，17，539-542。  new window
9.André, M. E. D. A.、Anderson, T. H.(1978)。The development and evaluation of a self-questioning study technique。Reading Research Quarterly，14，605-623。  new window
10.Chan, L. K. S.、Cole, P. G.(1986)。The effect of comprehension monitoring training on the reading competence of learning disabilities and regular class students。Remedial and Special Education，7(4)，33-40。  new window
11.Cross, D. R.、Paris, S. G.(1988)。Developmental and instruction analyses of children's metacognition and reading comprehension。Journal of Educational Psychology，80(2)，131-142。  new window
12.Cornoldi, C.(1990)。Metacognitive Control Processes and Memory Deficits in Poor Comprehenders。Learning Disability Quarterly，13，245-255。  new window
13.Fass, W.、Schumacher, G. M.(1978)。Effects of motivation, subject activity, and readability on the retention of prose materials。Journal of Educational Psychology，70(5)，803-807。  new window
14.Jones, R. R.、Vaught, R.、Weinrott, M.(1977)。Timesearies analysis in operant research。Journal of Applied Behavior Analysis，10(1)，151-161。  new window
15.Johnson, L. L.(1988)。Effects of underlining textbook sentence on passage and sentence retention。Reading Research and Instruction，28(1)，18-32。  new window
16.Mayo, K. E.(1993)。Learning strategy instruction: Exploring the potential of metacognition。Reading Improvement，30(3)，130-133。  new window
17.Paris, S. G.、Cross, D. R.、Lipson, M. Y.(1984)。Informed strategies for learning: A program to prove children's reading awareness and comprehension。Journal of Educational Psychology，76(6)，1239-1252。  new window
18.Peterson, S. E.(1992)。The cognitive functions of underline as a study technique。Reading Research and Instruction，31(2)，49-56。  new window
19.Poostay, E. J.(1984)。Show me your underlines: A strategy to teach comprehension。Reading Teacher，37(9)，828-830。  new window
20.Spires. H. A.、Stone, P. D.(1989)。The directed notetaking activity: A self-questioning approach。Journal of Reading，33(1)，36-39。  new window
21.Swanson, H. L.(1988)。Toward a metatheory of learning disabilities。Journal of Learning Disabilities，21(4)，196-209。  new window
22.Tryon, W. W.(1982)。A simplified time-series analysis for evaluating treatment interventions。Journal of Applied Behavior Analysis，15，543-544。  new window
23.Tryon, W. W.(1984)。A simplified time-series analysis for evaluating treatment interventions: A rejoinder to Blumberg。Journal of Applied Behavior Analysis，17，543-544。  new window
24.Wade, S. E.、Trathen, W.(1989)。Effect of self-selected study methods on learning。Journal of Educational Psychology，81(1)，40-47。  new window
25.Wong, B. Y. L.(1979)。Increasing retention of main ideas through questioning strategies。Learning Disability Quarterly，2，42-47。  new window
26.Wong, B. Y. L.(1982)。Strategic behaviors in selecting retrieval cues in gifted, normal achieving and learning-disabled children。Journal of Learning Disabilities，15(1)，33-37。  new window
27.Wong, B. Y. L.、Jones, W.(1982)。Increasing metacomprehension in learning disabled and normally achieving students through self-question training。Learning Disability Quarterly，5，228-239。  new window
28.Wong, B. Y. L.(1987)。How do the results of metacognitive research impact on the learning disabled individual。Learning Disability Quarterly，10，189-195。  new window
29.Brown, A. L.、Day, J. D.(1983)。Macrorules for summarizing texts: The development of expertise。Journal of Verbal Learning and Verbal Behavior，22(1)，1-14。  new window
會議論文
1.Draheim, M. E.(1986)。Directed reading-thinking activity, conceptual mapping, and underlining: Their effects on expository text recall in a writing task。Annual Meeting of the National Reading Conference。California。  new window
2.Harris, J.(1990)。Text Annotation and Underlining as Metacognitive Strategies to Improve Comprehension and Retention of Expository text。The National Reading Conference。Florida。  new window
研究報告
1.Nist, S. L.(1987)。Teaching Students to Annotate and Underline Text Effectively: Guidelines and Procedures。Atlanta：Georgia State Univ.。  new window
學位論文
1.劉玲吟(1994)。後設認知閱讀策略的教學對國中低閱讀能力學生閱讀效果之研究(碩士論文)。國立彰化師範大學，彰化市。  延伸查詢new window
2.林國花(1990)。國小閱讀障礙兒童成就與能力差距鑑定方式研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.何美慧(1987)。學習障礙兒童記憶策略教學效果之研究(碩士論文)。國立臺灣教育學院。  延伸查詢new window
4.林秀柔(1989)。國小數學學習障礙兒童鑑定方式之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
5.蘇宜芬(1991)。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Beale, I. L.、Singh, N. N.(1992)。Learning disabilities: Nature, theory, and treatment。New York, NY：Springer-Verlag。  new window
2.Mercer, Cecil D.(1987)。Students with learning disabilities。Columbus, Ohio：Charles E. Merrill Publishing Company。  new window
3.Just, M. A.、Carpenter, P. A.(1987)。The psychology of reading and language comprehension。Boston, Massachusetts：Allyn and Bacon。  new window
4.教育部特殊兒童普查工作執行小組(1992)。第二次全國特殊兒童普查工作報告。臺北：教育部。  延伸查詢new window
5.Dairies, D.(1982)。Reading in the Content Areas。Illinois：Scott, Foresman & Company。  new window
6.Hallahan, D. P.、Kauffman, J. M.(1991)。Exception Children。Englewood Cliff, N. J.：Prentice Hall。  new window
7.Hatch, N. L.(1980)。A Self-question Strategy: Its effect upon the Reading Comprehension Level of College Students。Chairman：Rex A. Wadam。  new window
8.Matlin, M. W.(1989)。Cognition。New York, NY：Holt, Rinehart and Winston。  new window
9.Mastropieri, M. A.、Scruggs, T. E.(1987)。Effective Instruction for Special Education。Boston, M. A.：College-Hill Press。  new window
10.Roswell, F. G.、Natchez, G.(1977)。Reading Disability: A Human Approach to Learning。New York：Basic Book。  new window
11.Snowling, M.(1987)。Dyslexia: A cognitive development perspective。Oxford：Basil Blackwell。  new window
12.Tawney, J. W.、Gast, D. L.(1984)。Single subject Research in Special Education。Columbus, Ohio：Bell & Howell。  new window
13.Sternberg, R. J.(1990)。Metaphors of Mind: Conception of the Nature of Intelligence。New York：Cambridge University Press。  new window
單篇論文
1.Kapinus, B.，Haynes, B.(1983)。Effects of prior knowledge, text order and underlining on recall of information from text(No. ED 237 968)。  new window
其他
1.Koplan, S. M.(1988)。The Use of Underlining and Instruction as Mediators for Older and Younger Learners。  new window
圖書論文
1.Borkowski, J. G.、Carr, M.、Rellinger, E. A.、Pressley, M.(1990)。Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem。Dimensions of thinking and Cognitive Instruction。Hillsdale, N.J.：Lawrence Erlbaum Associates。  new window
2.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other mysterious mechanisms。Metacognition, Motivation, and Understand。Hillsdale, N. J.：Lawrence Erlbaum。  new window
3.Flavell, J. H.、Wellman(1977)。Metamemory。Perspectives on the Development of Memory and Cognition。Hillsdale, N. J.：Lawrence Erlbaum。  new window
4.Paris, S. G.、Winograd, P.(1990)。How metacognition can promote acadamic learning and instruction。Dimensions of Thinking and Cognitive Instruction。Hillsdale, N. J.：Lawrence Erlbaum。  new window
5.Flavell, J. H.(1987)。Speculations about the nature and development of metacognition。Metacognition, Motivation, and Understanding。Lawrence Erlbaum。  new window
 
 
 
 
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