:::

詳目顯示

回上一頁
題名:轉介前介入對原住民閱讀障礙診斷區辨效度之研究
作者:陳淑麗 引用關係
作者(外文):Chen Shu-Li
校院名稱:國立臺灣師範大學
系所名稱:特殊教育研究所
指導教授:洪儷瑜
曾世杰
學位類別:博士
出版日期:2006
主題關鍵詞:轉介前介入閱讀障礙教學反應原住民聲韻處理能力pre-referral interventionreading disabilityresponse to interventionAboriginalphonological processing
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(0) 博士論文(2) 專書(1) 專書論文(1)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:76
對原住民兒童學業表現低落的現象,一般都歸因於缺乏主流的文化經驗或社經地位低下,但有些兒童他們的困難可能來自於學習障礙,但在特教的鑑定上,這兩群人卻不易區分,本研究的目的旨在透過提供文化調整的補救教學,檢驗轉介前的介入是否能將疑似學障學童從低成就群體中區分。研究主要分為兩個部份,第一部份是,檢驗原住民低成就學童是否能在轉介前介入方案中獲益;第二部份是,檢驗補救教學的教學反應是否能夠區分出「一般低成就」與「疑似閱障」群體,並以多元的方式考驗教學反應區辨的效度。
本研究以台東市78位原住民學童低成就學童為對象,採準實驗設計,實驗組和控制組各有47和31人,教學實驗共進行為期11週75節的補救教學。主要發現有(一)原住民低成就學童的語文能力,經過補救教學有顯著的提升,但二年級主要在低階的識字能力進步較明顯,三年級則在聽寫以及高層次閱讀理解也有明顯的成效;(二)實驗組在語文能力的學習成效比控制組佳,但以「前測」為共變的成效比較,兩組學童只有在高層次的寫作能力有顯著差異;(三)根據教學反應可以區分出對教學反應較佳的「一般低成就」與對教學反應較差的「疑似閱障」群體,二年、三級的教學反應指標分別是「看字讀音速度」和「聽寫」;(四)在效標考驗部份,以學障定義中的「認知缺陷」為效標,研究發現,教學反應較差的「疑似學障」群體,其「聲韻覺識」和「唸名速度」整體比教學反應較佳的「一般低成就」差,但兩組的工作記憶差異不明顯;(五)以學障定義中的「學業困難」和「內在差異差距」,以及專業心評教師的「學障研判」為效標,研究結果均顯示,教學反應指標有不錯的診斷敏感度,且犯偽陰性的比率低,但教學反應指標診斷的特定性較低,且犯偽陽性的比率較高。研究結果大致支持轉介前介入具有區分「一般低成就」和「疑似學障」的區辨效度。
基於研究結果與發現,本研究進一步提出執行原住民低成就學童的轉介前介入模式,以及教育實務和未來研究提供相關的建議。
Poor academic performance, especially by Taiwanese aboriginal students, is often attributed to lack of mainstream culture experience or poor socioeconomic status. However, some students perform poorly due to reading disabilities, which are difficult to detect. By examining students'' learning response to a reading remedial program, this study focuses on how to accurately identify the students who perform poorly in literacy due to reading disabilities from the students who perform poorly for other reasons. The research study includes two parts. The first part is to examine if the low achieving aboriginal students benefit from pr-referral intervention, and the second part is to examine whether students’ learning response to a reading remedial program will identify the students who perform poorly in literacy due to reading disabilities from the students who perform poorly. And the discrimination validity of teaching response will also be examined through various methods.
Seventy-eight low achieving aboriginal students from Taitung City participated in the study. They are divided into two groups, forty-seven in the experimental group and thirty-one in the control group. During the period of remedial program, researchers provided seventy-five forty-minute sessions for a total of eleven weeks.
The important findings of this research are:
1. With the help of remedial program, the performance of the aboriginal students improved as a whole. The second graders improved significantly in the low-level word recognition, and the third graders also improved in dictation and high-level reading comprehension.
2. In the basic reading skills, the experimental group outperformed control one. However, when using pretest as a co-variate, only high-level writing skills of students from both groups made significant difference.
3. The ‘low achieving group’ which responded better and the ‘possible reading-disabled group’ which does not respond so well could be discriminated according to the teaching response. The indexes of teaching response of the second and third graders are ‘speed of word recognition’ and ‘dictation’.
4. In the testing of validity index, the ‘recognition defect’ taken from the definition of learning disability is applied. The research has found that the ‘possible learning-disabled group’ that responded poorly to teaching, in the category of ‘phonological awareness’ and ‘naming speed’, on the whole, performed poorer than ‘low achieving group’ that responded better to teaching. However, the working memory of both groups did not make a significant difference.
5. The research findings have shown that the diagnostic sensitivity is good for the index of teaching response. Furthermore, the percentage of false negative is comparatively low, but the diagnostic specificity of the index of teaching response is low, and the percentage of false positive is comparatively higher. The research findings support pre-referral intervention do discriminate the differentiating validity of ‘low achieving’ and ‘possible learning-disabled’ groups.
Based on the research findings, this study makes a further suggestion to propose a model for conducting a further research of pre-referral intervention of low achieving aboriginal students. This study also includes recommendations for future researchers of the relevant topic and educational practices.
參考文獻
一、 中文部份
王瓊珠(2001):台灣地區讀寫障礙研究回顧與展望。國家科學委員會研究彙刊:人文及社會科學,11(4),331-344。
王瓊珠(2003a):國小一年級疑似閱讀障礙兒童之觀察研究。台北:心理出版社。new window
王瓊珠(2003b):讀寫能力合一補救教學系列研究(Ⅰ)。國科會專題研究計畫成果報告。NSC 91 -2413 -H -133 -014。
台東縣教育局(2004):九十二學年度台東縣國中小各級學校原住民學生人數統計。取自:台東縣政府教育局學管課統計資料。
任秀媚(1986):山地單語與山地雙語兒童語文能力及智力之比較研究。新竹師專學報,13,193-208.
吳天泰(1998):原住民教育概論。台北:五南。
吳武典、蔡崇建、胡心慈、王振德、林幸台、郭靜姿(2002):托尼非語文智力測驗(第二版)。台北:心理出版社。
呂美娟(1999):基本字帶字識字教學法對國小識字困難學生成效之探討。國立臺灣師範大學特教研究所。new window
巫有鎰(1999):影響國小學生學業成就的因果機制--以台北市和台東縣做比較。教育研究集刊,7(43),213-242。
李亦園(1982):都市中高山族的現代化適應。載於李亦園著,臺灣土著民族的社會與文化。台北:聯經書局。new window
李俊仁(1999):聲韻處理能力和閱讀能力的關係。中正大學心理系博士學位論文。未出版。new window
李建興、簡茂發(1992):縮短山地與平地學校教學效果差距之改進方案研究。山胞教育研究叢書之五,教育部教育研究委員會。
李 瑛(1998):原住民成人學習特性與教學策略之探討-以「原住民成人教育工作者培訓計劃」為例。社會教育學刊,27,129-160。
宗亮東、韓幼賢(1952):臺灣山地兒童智力的研究。測驗年刊,1,26-32。
林宜城(1995):南投縣山地地區國小兒童位值概念發展之研究。測驗統計年刊,3,71-109。new window
林彥同(2001): 幼稚園至國小三年級學童各類唸名速度能力的發展與閱讀能力的相關。國立高雄師範學院特殊教育研究所碩士論文。new window
林素貞(1998):相似字與非相似字呈現方式對國小一年級國語科低成就學生生字學習效果之比較。特殊教育與復健學報,6,261-277。new window
林淑敏(2000):南投縣信義鄉國小五年級原住民學童國語文能力之研究。國立台中師範學院國民教育研究所碩士論文。
柯華葳(1997):閱讀理解篩選測驗。教育部特殊教育工作小組印行。new window
柯華葳、李俊仁(1996):初學識字成人語音覺識能力與閱讀能力的關係。國立中正大學學報社會科學分冊,7(1),29-47。
洪慧芳(1993):文字組合規則與漢語閱讀障礙 -- 對漢語閱讀障礙學童的一項追蹤研究。國立中正大學心理學研究所碩士論文。
洪蘭譯(2000):改變--生物精神醫學與心理治療如何有效協助自我成長。台北:遠流。
洪麗晴(1996):原住民與非原住民國小學童推理表現與其策略使用之差異研究。國立新竹師範學院國民教育研究所碩士論文。(未出版)
洪儷瑜(1995):學習障礙者教育。台北市:心理出版社。
洪儷瑜(2000):以教師的觀點研究弱勢學生的困境與教育的因應﹘義務教育階段一般弱勢學生的補救教育方案之研究。載於邱上真、張新仁、洪儷瑜、陳美芳、鈕文英合著,補救教學理論與實務。國立高雄師範大學特殊教育中心。new window
洪儷瑜(2001a):如何發現與鑑定學習障礙學生。載於台灣區九十學年度學習障礙學生鑑定模式研習手冊,台北市教育局。
洪儷瑜(2001b):注意力缺陷過動症學生發現與安置輔導工作第三年期末報告,教育部委託專案。
洪儷瑜、張郁雯、陳秀芬、陳慶順、李瑩玓(2003):基本讀寫字綜合測驗。台北,心理出版社。
洪儷瑜(2003):中文讀寫困難學生適性化補救教學:由常用字發展基本讀寫技能(Ⅰ)。國科會專題研究計畫成果報告。NSC 91 -2413 -H -003 -020。
紀惠英(2000):俗民數學與數學學習--從文化脈絡的觀點看數學學習。花蓮師院學報,69-97。new window
孫大川(1993):族群觀。載於吳密察、江文渝(編),體檢國小教科書(pp. 179-186)。台北:前衛。
秦麗花、許家吉(2000):形聲字教學對於國小二年級一般學生和學障學生識字教學效果之研究。特殊教育研究學刊,18,191-206。new window
高淑芳、卓嘉玲、高志榮編輯(1995)。原住民教育法規彙編。台北市:教育部教育研究會。
浦忠成(1996):原住民社區文化與原住民教育改革關係研究。行政院教育改革審議委員會。
張英鵬(2000):原住民特殊教育學童之調查研究。教育部委託研究報告。new window
張媛婷(2000):學前兒童的唸名速度與入學後國語文成就的關係。大專生參與專題研究計畫成果報告。
張善楠、洪天來、張麟偉、張建盛、劉大瑋(1997): 社區、族群、家庭因素與國小學童學業成就的關係-台東縣四所國小的比較分析。台東師院學報,8期,27-52。new window
許添明、廖鳴鳳(1998):我國教育優先區計畫問題與對策--以花蓮縣第一年實踐經驗為例。教育研究資訊,6(6),100-120。new window
郭靜姿、張蘭畹、林秋妹、王曼娜、盧冠每(1999)。文化殊異學生之學習特質研究。特殊教育研究學刊,17,325-344。new window
陳一平(1999):閱讀障礙之Magno功能障礙假說。國立中正大學,學童閱讀困難的鑑定與診斷研討會。專題演講論文。
陳一平(2000):閱讀障礙之巨細胞系統功能異常假說。中華心理學刊,42(2),113-140。new window
陳秀芬(1999):中文一般字彙知識教學法在增進國小識字困難學生識字學習成效之探討。特殊教育研究學刊,17,225-251。new window
陳枝烈(1994):從多元文化教育分析小學社會科的原住民文化內涵。教師天地,70,67-73。new window
陳枝烈(1996):都市原住民兒童適應問題之探討-兩個兒童的晤談。原住民教育季刊,1,33-57。new window
陳枝烈(2002):文化差異在教室中師生互動的意義。載於九十一年度原住民教育學術研討會論文集。國立屏東師範學院。
教育部(1992):語言障礙、身體病弱、性格異常、行為異常、學習障礙多重障礙學生鑑定標準及就學輔導原則要點。
教育部(1995):教育部推動教育優先區三年(八十五至八十七)計畫。教育部。
教育部 (1998):身心障礙及資賦優異學生鑑定原則鑑定基準。教育部。
教育部(2000):國小常用字資料庫。國立編譯館。
教育部(2003):國民中小學九年一貫課程綱要。台北市:教育部。new window
教育部(2004):九十二學年度各級學校縣市別學生數。台北市:教育部。取自http://www.edu.tw/index.htm
陳美芳(2002):語文理解能力測驗指導手冊。國立臺灣師範大學心理與教育研究發展中心。
陳姝嫈(1998):唸名速度、工作記憶與國語文能力相關研究。台東師院教育研究所碩士論文。
陳姝蓉、王瓊珠(2003)。故事結構教學對增進國小閱讀障礙學生閱讀理解能力之研究。特殊教育研究學刊,25,221-242。new window
陳淑麗 (1996):閱讀障礙學童聲韻能力發展之研究。國立台東師範學院教育研究所碩士論文。new window
陳淑麗、洪儷瑜(2003):學習障礙國中學生在不同差距標準差異之研究。特殊教育研究學刊,24,85-111。new window
陳淑麗、曾世杰(1999):閱讀障礙學童聲韻能力發展之研究。特殊教育研究學刊,17,205-222。new window
陳榮華(1997):魏氏兒童智力量表第三版(中文版)指導手冊。台北:中國行為科學社。
陳麗珠(1999a)。以德懷術(Delphi Method)評估臺灣省教育優先區補助政策實施成效之研究。教育學刊,15,35-64。new window
陳麗珠(1999b)。臺灣省教育優先區計畫與實施之評估研究:問卷調查結果。高雄師大學報,10,1-23。new window
曾世杰 (1996): 閱讀低成就學童及一般學童的閱讀歷程成份分析研究。台東市:台東師範學院編:八十五學年度師範院校學術論文集,頁209-225。國科會資助研究, NSC -83-0301-H-024-009;NSC-84-0301-H-024-001。
曾世杰 (1999): 國語文低成就學童之工作記憶、聲韻處理能力與唸名速度之研究。載於柯華葳編:學童閱讀困難的鑑定與診斷,頁5-28。嘉義民雄:國立中正大學心理學系。
曾世杰、王素卿(1993)。 音素覺識在中文閱讀習得歷程中扮演的角色。台東大學教育學報,14(2),23-50。
游進昌(2000):國小兒童圖畫書原住民內容之分析及國小非原住民學生的原住民知識與原住民印象之研究。國立嘉義大學國民教育研究所。
楊肅棟(1997):原漢族別、智力與國小學業成績關係之研究-以台東縣為例。 東台灣研究,2期,197-216。new window
黃木蘭(1998):原住民國小學生學校教育機會均等之研究-以花蓮縣為例。國立花蓮師範學院國民教育研究所碩士論文。
黃秀霜(1995):台灣兒童早期音韻覺識、視覺技巧與日後中文認字能力關係之研究--三年縱貫性之研究。國科會研究報告, NSC - 84 - 2413 - H - 024 - 010 。new window
黃秀霜(1999):不同教學方式對學習障礙兒童國字學習效率之研究。課程與教學季刊,2(1),68-92。
溫詩麗(1996):北市國小資源班閱讀障礙學童認知能力組型之研究。國立臺灣師範大學特殊教育研究所碩士論文。
盧強(1986)。山地國中學生自我觀念、生活適應與學業成就之調查研究。國立台灣大學教育研究所集刊,29,155-163。
蔡中涵(1996)。漫談原住民文化與漢文化之差異--評論原住民社區文化與原住民教育改革關係之研究。教改通訊:21,42-43。
蔡韻晴(1992)。雙缺陷假說在中文閱讀障礙之檢驗。國立台東師範學院教育研究所碩士論文。
劉家智(2002)。 國小四、五、六年級兒童唸名速度與國語文能力相關之研究。國立台東師範學院教育研究所碩士論文。
謝俊明、曾世杰(2004)。閱讀障礙學生與一般學生在唸名速度上的比較研究。台東大學教育研究學報,15(2),(投稿中)。new window
鐘素鵑(2003): 聲韻覺識教學對國小低年級注音符學習困難兒童之成效分析。 國立台北師範學院國民教育研究所輔導教學碩士班碩士論文
蕭淳元(1995):國語文低成就學童音韻能力之探討。國立台南師範學院碩士論文。
簡淑真(1998)。文化與數學關係初探:以蘭嶼雅美族為例,台東師院學報,9,283-306。new window
譚光鼎(1998):原住民教育研究。台北:五南。new window
二、西文部份
Aaron, P. G. (1991). Can reading disabilities be diagnosed without using intelligence tests? Journal of Learning Disabilities, 24, 178-186.
Ackerman, P. T., & Dykman, R. A. (1993). Phonological processes, confrontational naming, and immediate memory in dyslexia. Journal of Learning Disabilities, 26, 597-609.
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Anderson, V. & Roit, M. (1996). Linkink reading comprehension instruction to language-minority students. The Elementary School Journal, 96(3), 295-309.
Algozzine, B., Mercer, CD,& Countermine, T. (1977). The effects of labels and behavior on teacher expectations.Exceptional Children, 44(2), 131-132.
Allen, B. A., & Boykin, A. W. (1992). African American children and the educational process: Alleviating cultural discontinuity through prescriptive pedagogy. School Psychology Review, 21(4), 586-596.
Allington, R., & McGill-Franzen, A. (1989). School response to reading failure: Chapter 1 and special education students in grades 2, 4, & 8. Elementary School Journal, 89(5), 529-542.
Asante, MK. (1991). Afrocentric curriculum. Educational Leadership, 49, 28-31.
Au, K. H. (1980). Participation structures in a reading lesson with Hawaiian children: Analysis of a culturally appropriate instructional event. Anthropology and Education Quarterly, 11(2), 91-115.
Baddeley, A. D., & Pearl, D.(1974).Working Memory. In G. H. Bower(Ed.),The psychology of learning and motivation. San Diege, CA: Academic press, 8, 47-89.
Badian, N. A. (1999). Reading disability defined as a discrepancy between listening and reading comprehension: A longitudinal study of stability, gender differences, and prevalence. Journal of Learning Disabilities, 32(2), 138-148.
Bahr, M. W., Fuchs, D., Stecker, P.M., & Fuchs, L. S. (1991). Are teachers’ perceptions of difficult-to-teach students racially biased? School Psychology Review, 20(4), 599-608.
Bailey, D. B., Jr., & Harbin, G. L. (1980). Nondiscriminatory evaluation. Exceptional Children, 46, 590-596.
Barbara, G., Anthony, B., Keith, S., & Dennis, A.(2003)The efficacy of supplemental instruction in decoding skills for Hispanic and Non-Hispanic students in early elementary school. Journal of special education, 34(2),90-103.
Barrera, R. (1992). The cultural gap in literature-based instruction. Education and Urban Society, 24, 227-243.
Bateman, B. (1992). Learning disabilities:The changing landscape. Journal of Learning Disabilities, 25, 29-36.
Beck, R. (1991). Project RIDE. Teaching Exceptional Children, 57(2), 60-61.
Berninger, & Abbott. (1994). Redefining learning disabilities. In G. R. Lyon(ED.), Frames of reference for the assessment of learning disabilities : new views on measurement issues (p163-p183). Baltimore: Brookes.
Biddle, K. R. (1996). The development of visual naming speed and verbal fluency in average and impaired readers: The implications for assessment, intervention, and theory.
Border, E. (1971).Developmental dyslexia:A diagnostic screening procedure based on three characteristic patterns of reading and spelling. In B. Bateman(Ed. ),leaning disorders, 4. Seattle: special Child Publication.
Bowers, P.G; Swanson, L.B. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process. Journal of Experimental Child Psychology , 51, 195-219.
Boykin, W. (1997). Cultural factors in school-relevant cognitive functioning. Paper presented at the Congressional Black Caucus Education Forum, Washington, DC.
Braden, J. P. (1987). A comparison of regression and standard score discrepancy
Methods for learning disabilities identification: Effects on racial representation. Journal of School Psychology, 25, 23-29.
Bradley, L., & Bryant, P. E.(1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.
Brosnan, F. L. (1983). Overrepresentation of low-socioeconomic minority students in special education programs in California. Learning Disability Quarterly, 6, 517-525.
Bronson, F. L. (1983). Overrepresentation of low-socioeconomic minority students in special education programs in California. Learning Disability Quarterly, 6, 517-525.
Carter, J., & Sugai, G. (1989). Survey on prereferral practices: Responses from state departments of education. Exceptional Children, 55, 298-302.
Chinn, P. C., & Hughes, S. (1987). Representation of minority students in special education classes. Remedial and Special Education, 8(4), 41-46.
Chalfant, J., & Pysh, M.(1989). Teacher assistance team:Five descriptive studies on 96 teams. Remedial and Special Education, 10, 49-58 .
Chall, J. S. (1996). Qualitative assessment of text difficulty : a practical guide for teachers and writers. Cambridge, Mass.: Brookline Books.
Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis : why poor children fall behind. Cambridge, Mass.: Harvard University Press.
Colarusso, R. P., Keel, M. C., & Dangel, H. L. (2001). A comparison of eligibility criteria and their impact on minority representation in LD program. Learning Disabilities Research, 16(1), 1-7.
Cone, T. E. & Wilson, L. R. (1981) Quantifying a severe discrepancy: A critical analysis. Learning Disability Quarterly, 4, 359-371.
Cossu, G., Shankweiler, D., Liberman, I., Tola, G., & Katz, L. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1-16.
Coutinho, M. J., Oswald, D. P., & Best, A. M. (2002). The influence of sociodemographics and gender on the disproportionate identification of minority students as having learning disabilities. Remedial and Special Education, 23(1), 49-59.
Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998). Performances of young African American children on two comprehension tasks. Journal of Speech, Language, and Hearing Research, 41, 445-457.
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
Deeney, T., Wolf, M., and O''Rourke, A. G. (2001). "I like to take my own sweet time": Case study of a child with naming speed deficits and reading disabilities. Journal of Special Education, 35(3), 145-155.
Delpit, L. D. (1992). Education in a multicultural society: Our future’s greatest challenge. The Journal of Negro Education. 61(3), 237-249.
Denckla, MB, Cutting, LE. (1999). History and significance of rapid automatized naming.Annals of Dyslexia, 49 , 29-42.
Deno, S. L., Fuchs, L. S., Marston, D., & Shin, J. (2001). Using curriculum-based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30(4), 507-524.
Diller, D. (1999). Opening the dialogue: Using culture as a tool in teaching young African American children. The Reading Teacher, 52(8), 820-828.
Dunn, L. M. (1968). Special educational for the mildly retarded is much of it justable?. Exceptional Children, 35, 5-22.
Eden, G. F., VanMeter, J. W., Rumsey, J. M., Maisog, J. M., Woods, R. P., & Zeffiro, T. A. (1996). Abnormal processing of visual motion in dyslexia revealed by functional brain imaging. Nature, 382, 66-69.
Ellis, E. S., Worthington, L.A. (1994). Executive summary of research synthesis on effective teaching principles and design of quality tools for Educators. Search at Jan. 2001 website of http://idea.uoregon.edu/~ncite/documents/techrep/tech05.pdf. University of Oregon,
Englert, C. S. (1984). Effective direct instruction practices in special education settings. Remedial and Special Education, 5(2), 38-47.
Entwisle, D. R., & Alexander, K. L. (1988). Factors affecting achievement test scores and marks of black and white first graders. The Elementary School Journal, 88(5), 449-471.new window
Federal Register(1977). Procedures of evaluating specific learning disabilities. Washington DC: Department of Health, Education, and Welfare.
Fiez, J.A. and Petersen, S.E. (1998) Neuroimaging studies of word reading. Proc. Nat. Acad. Sci. 95:914-921
Fitzgerald, J. & Spiegel, D. L. (1985). Development of children’s knowledge of story structure and content. Journal of Education Research, 79(2), 101-108.
Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I. Y., Stuebing, K. K., Francis, D. J., Fowler, A. E., & Shaywitz, S. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. The Journal of Educational Psychology, 86(1), 6-23.
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90(1), 37-55.
Foorman, B. R. & Torgensen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research and Practice, 16(4), 203-212.
Fox, B., & Routh, D. (1980). Phonetic analysis and severe reading disability in children. Journal of Psycholinguistic Research, 9, 115-119.
Frankenberger, W., & Fronzaglio. (1991). States’ definitions and procedures for identifying children with mental retardation: Comparison over nine years. Mental Retardation, 29, 315-321.
Frankenberger, W., & Fronzaglio. (1991). States’ definitions and procedures for identifying children with mental retardation: Comparison over nine years. Mental Retardation, 29, 315-321.
Fuchs, D., & Fuchs, L. S. (1989). Effects of examiner familiarity on black,Caucasian, and Hispanic children:A meta-analysis. Exceptional Children, 55(4), 303-308.
Fuchs, D., Fuchs, L., Mathes, P., Lipsey, M., Roberts, H. P. (2000). Is learning disabilities just a fancy term for low achievement? A meta-analysis of reading differences between low achievers with and without the labels. Learning Disabilities Summit.
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171.
Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13(4), 204-219.
Fuchs, LS, Fuchs, D., Bentz, J., Phillips, NB, & Hamlett, CL (1994). The nature of
student interactions during peer tutoring with and without training and experience.
American Educational Research Journal, 34(1), 75-103.
Fuchs, L. S., Fuchs, D., Hamlett, C.L. Phillips, N. B., & Karns, K. (1995). General educators’ specialized adaptation for students with learning disabilities.
Exceptional Children, 61(5), 440-459.
Fuchs, L. S., Fuchs, D., Hamlett, C.L. Phillips, N., Karns, K., & Dutka, S. (1997).
Enhancing students’ helping behavior during peer-mediated instruction with conceptual mathematics explanations. Elementary School Journal, 97(3), 223-250.
Fuchs, L. S., Fuchs, D., & Speece, D. L. (2002). Treatment validity as a unifying
construction for identifying learning disabilities. Learning Disability Quarterly,
25, 33-45.
Fujiura, G. T. & Yamaki, K. (2000). Trends in demography of childhood poverty and disability. Exceptional Children, 66(2), 187-199.
Gambrell, L. B., & Chasen, S. P. (1991). Explicit story structure instruction and the narrative writing of fourth- and fifth-grade below-average readers. Reading Research & Instruction, 31(1), 54-62.
Garcia, Shernaz B. & Ortiz, Alba A. (1988). Preventing inappropriate referrals of language minority students to special education. New Focus: The National Clearinghouse for Bilingual Education: Occasional Papers in Bilingual Education #5.
Gaskins, I. W., Ehri, L. C., Cress, C., O’Hara, C., & Donnelly, K. (1997). Analyzing words and making discoveries about the alphabetic system: Activities for beginning readers. Language Arts, 74(3), 172-184.
Gickling, E. E., & Thompson, V. P. (1985). A personal view of curriculum-based assessment. Exceptional Children. 52(3), 205-218.
Goldenberg, C. (1990). Research directions: Beginning literacy instruction for Spanish-Speaking children. Language Arts, 67(6), 590-617.
Gorman, MJ. 2003. Art, optics and history: new light on the Hockney thesis. Leonardo 36(24): 295-301.
Graden, J. L., Casey, A., & Christenson, S. L. (1985a). Implementing a prereferral intervention system: Part I. The model. Exceptional Children, 51(5), 377-384.
Graden, J. L., Casey, A., & Bonstrom, O. (1985b). Implementing a prereferral intervention system: Part II. The date. Exceptional Children, 51(6), 487-496.
Greenwood, CR, & Maheady, L. (1997). Measurable change in student performance:
Forgotten standard in teacher preparation? Teacher Education and Special Education,
20, 265-275
Gunn, B., Biglan, A., & Smolkowski, K. (2000). The efficacy of supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school. Journal of Special Education, 34(2), 90-103.
Hammill, D.D. (1990). On defining learning disabilities: An emerging consensus. Journal of Learning Disabilities, 23, 74-84.
Harry, B., & Anderson, M, (1994). The disproportionate placement of African American males in special education programs: A critique of the process. Journal of Negro Education, 63(4), 602-619.
Hefflin, B. R. & Barksdale-Ladd, M. A. (2001). African American children’s literature that helps students find themselves: Selection guidelines for Grades K-3. The Reading Teacher, 54(8), 810-819.
Heller, K. A., Holtzman, W. H., & Messick, S. (1982). Placing children in special education: A strategy for equity. Panel on selection and placement of students in programs for the mentally retarded. Washington, DC: National Academy Press.
Idol, L. (1987). Group story mapping:A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20(4), 196-205.
Idol, L., & Croll, V. J. (1987). Story-mapping training as a means of improving reading comprehension. Learning Disability Quarterly, 10, 124-229.
Kaluger, G., & Kolson, C.J. (1978). Reading and learning disabilities (2nd ed.). Columbus, OH: Charles E. Merrill.
Kavale, K. A., & Forness, S. R. (1995). The nature of learning disabilities: Critical elements of diagnosis and classification. Mahwah, NJ: Lawrence Erlbaum Association.
Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don’t say. Journal of Learning Disabilities, 33(3), 239-256.
Kirk, S. A., & Gallagher, J. J. (1989). Educating Exceptional Children, 6th ed., Boston, MA: Houghton Mifflin.
Kovaleski, J. F., Gickling, E. E., Morrow, H., & Swank, H. (1999). High versus low implementation of instructional support teams. Remedial and Special Education, 20(3), 170-183.
Kush, J. C., Watkins, M. W., Ward, T. J., Ward, S. B., Canivez, G. L., & Worrell, F. C. (2001). Construct validity of the WISC-III for white and black students from the WISC-III standardization sample and for black students referred for psychological evaluation. School Psychology Review, 30(1), 70-88.
Lee, C. D. (1992). Literacy, cultural diversity, and instruction. Education and Urban Society, 24, 279-291.
LeMoine, N. R. (2001). Language variation and literacy acquisition in African American students. In J. L. Garris, A. G. Kamhi, & K. E. Pollock. (Eds.) , Literacy in African American communities. (pp.169-194) Mahwah, NJ: Hampton Press.
Lovett, M. W., & Steinbach, K. A. & Frijters, J. C. (2000). Remediating the core deficits of developmental reading disability : a double-deficit perspective. Journal of Learning Disabilities, 33, 334-358.
Livingston, M., Rosen, G., Drislane, F., & Galaburda, A. (1991). Physiological and anatomical evidence for a magnocellular deficit in developmental dyslexia. Proceedings of the National Academy of Sciences USA, 88, 7943-7947.
Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling skills in the first school years, predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159-173.
Lyon, G. R. (1998) Why reading is not a natural process. Educational Leadership, 55(6), 14-18
MacMillan, D. L., Gresham. F. M., Lopez, M. F., & Bocian, K. (1996). Comparison of students nominated for pre-referral interventions by ethnicity and gender. The Journal of Special Education, 30(2), 133-151.
MacMillan, D. L., & Reschly, D. J. (1998). Overrepresention of minority students: The case for greater specificity or reconsideration of the variables examined. The Journal of Special Education. 32(1),15-24.
Maheady, L., Towne, R., Algozzine, B., Mercer, J., & Ysseldyke, J. (1983). Minority overrepresentation: A case of alternative practices prior to referral. Learning Disability Quarterly, 6(4), 448-456.
Manis, F. R., Doi, L. M., & Bhadha, B. (2000). Naming speed, phonological awareness, and orthographic knowledge in second graders. Journal of Learning Disabilities, 33(4), 334-358
McConaughy, S.H., Kay, P.J., & Fitzgerald, M. (2000). How long is enough? Outcomes for a school-based prevention project. Exceptional Children, 67, 1-14.
McLeskey, J., Waldron, N. L., & Wornhoff, S. A. (1990). Factors influencing the identification of Black and White students with learning disabilities. Journal of Learning Disabilities, 23(6), 362-366.
Mercer, C. D., Jordan, L., Allsopp, D. H., & Mercer, A. R. (1996). Learning disabilities definitions and criteria used by state education departments ,
Learning Disability Quarterly, 19, 217-232.
Meyer, B. J. F., Talbot, A. P., Poon, L. W., Johnson, M. M. (2001). Effects of structure strategy instruction on text recall in older African American adults. In J. L. Harris, A. Kamhi, & K. Pollock (Eds.), Literacy in African American communities (pp. 233-263). Mahwah, NJ: Erlbaum.
Meyer, B. J. F., Talbot, A. P., & Florencio, D. (1999). Reading rate and prose retrieval. Scientific Studies of Reading, 3, 303-329.
Meyer MS, Wood FB, Hart LA, Felton RH (1998). Longitudinal Course of Rapid naming in disabled and nondisabled readers. Annals of Dyslexia, 48, 91-114.
Miller, L. & Felton R. (2001). "It''s one of them…I don''t know": Case study of a student with phonological, rapid naming and word-finding deficits. Journal of Special Education, 35(3), 125-133.
Moody, S. W., Vaughn, S., & Schumm, J. S. (1997). Instructional grouping for reading: Teachers’ views. Remedial and Special Education, 18, 347-356.
Nelson J. R., Smith J. D., Taylor L., Dodd, J. M., & Reavis, K. (1992). A Statewide Survey of Special Education Administrators Regarding Mandated Prereferral Interventions. Remedial and Special Education, 13(4), 34-39.
Nicholson, T.(1997). Closing the gap on reading faliure: Social Background, Phonemic Awareness, and Learning ti read. In Benita A, B.,(Eds)Foundations of reading acquistion and dyslexia. 381-408.Mahwah, New Jersey3.
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21, 5-14.
Olivarez, A., Jr., Palmer, D. J., & Guillemard, L. (1992). Predictive bias with referred and nonreferred black, Hispanic and White pupils. Learning Disability Quarterly, 15, 175-186.
O’Shaughnessy, T. E. & Swanson, H. L. (2000). A comparison of two reading interventions for children with reading disabilities. Journal of Learning Disabilities, 33, 257-277.
Patton, J. M. (1992). Assessment and identification of African-American learners with gifts and talents. Exceptional Children, 59, 150-159.
Patton, J. M. (1998). The disproportionate representation of African Americans in special education: Looking behind the curtain for understanding and solutions. The Journal of Special Education, 32(1), 25-31.
PikulskiJ. J., (1994). Preventing reading failure: A review of five effective program. The reading teacher,48(1), 30-39.
Pinnell, G. S. (1989). Reading recovery: Helping at risk children learn to read. The Elementary School Journal, 90(2), 161-184.
Poon-McBrayer, K. F. & Garcia, S. B. (2000). Profiles of Asian American students with LD at initial referral, assessment, and placement in special education. Journal of Learning Disabilities, 33(1), 62-71.
Polloway, E. A., Cronin, M. e., & Patton, J. R. (1986). The efficacy of group versus one-to-one instruction: A review. Remedial and Special Education, 7(1), 22-30.
Read, C., Zhang, Y., Nie, H., & Ding, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic writing. Cognition, 24, 31-34.
Reschly, D. J. (1988). Special education reform: School Psychology revolution. School Psychology Review. 17(3), 459-475.
Reutzel, D. R., Oda, L. K., & Moore, B. H. (1989). Developing print awareness: The effects of three instructional approaches on kindergarteners’ print awareness, reading readiness, and word reading. Journal of Reading Behavior, 21(3), 197-217.
Rigg, P. (1986). Reading in ESL: Learning from kids. In P. Rigg & D. S. Enright (Eds.), Children and ESL: Integrating perspectives (pp. 57-91). Alexandria, VA: Teachers of English to Speakers of Other Language.
Safran, S. P. & Safran, J. S. (1996). Intervention Assistance Programs and Prereferral Teams: Directions for the Twenty-First Century. Remedial and Special Education, 17(6), 363-369.
Sattler, J. M. (1982). Assessment of children’s intelligence and special abilities (2nd ed). Boston: Allen and Bacon.
Shade, B. J. (1982). Afro-American cognitive style: A variable in school success? Review of Educational Research, 52(2), 219-244.
Shanahan, T., Mulhern, M., & Rodriguez-Brown, F. (1995). Project flame: Lessons learned from a family literacy program for linguistic minority families. The Reading Teacher, 48(7), 586-593.
Shaw, S. F., Cullen, J. P., McGuire, J. M., & Brinckerhoff, L. C. (1995). Operationalizing a definition of learning disabilities. Journal of Learning Disabilities, 28(9), 586-597.
Siegel, L. S. (1994). Working memory and reading: A life-span perspective. International Journal of Behavioral Development, 17(1), 107-124.
Siegel, L. S. (1989). I.Q. is irrelevant to definition of learning disabilities. Journal of Learning Disabilities, 25, 618-629.
Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achievement and subtypes of learning disabled children. Child Development, 60, 973-980.
Singham, M. (1998). The canary in the mine: The achievement gap between Black and White students. Phi Delta Kappa, 80(1), 8-15.
Snow, C. E., Burns, M. S., & Griffin, P.(Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Snyder, Lynn S. & Downey, D (1995) Serial rapid naming skills in children with reading disabilities, Annals of Dyslexia, 45, 31-49.
Speece, D. L., & Case, L. P. (2001). Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93, 735-749.
Speece, D. L., & Case, L. P., & Molloy, D. E. (2001). Responsiveness to general education instruction as the first gate to learning disabilities identification. Learning Disabilities Research & Practice, 18(3), 147-156.
Spring, C., & French, L. (1990). Identifying children with specific reading disabilities from listening and reading discrepancy scores. Journal of Learning Disabilities, 23, 53-58.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological core-variable difference model. Journal of Learning Disabilities, 21, 590-604.
Stanovich, K. E. (1991). Discrepancy definitions of reading disability: Has
intelligence led us astray? Reading Research Quarterly, 27, 7-29.
Stanovich, K. E. (1993). The construct validity of discrepancy definitions of reading disabilities. In R. Lyon, D. B. Gray, Kavanagh, J. F. & N. A. Krasnegor Eds. Better understanding learning disabilities: New views from research and their implications for education and public policies. pp. 273-307. Baltimorm, MD: Paulh Brookes.
Stanovich, K. E., Cunningham, A., E., & Cramer, B. B. (1984). Assessing Phonological Awareness in Kindergarten Children: Issue of Task Comparability. Journal of Experimental Child Psychology, 38, 175-190.
Steffensen, M. S., Joag-dev, C., & Anderson, R. C. (1979). A cross-cultural perspective on reading comprehension. Reading Research Quarterly, 15(1), 10-29.
Stevens, R., & Rosenshine, B. (1981). Advances in research on teaching. Exceptional Education Quarterly, 2, 1-9.
Swanson, H. L.(1994). Short-tram memoty and eorking memory:Do both contribute to our understanding of academic achievement in children and adults with learning disabilities. Journal of Learning Disabilities, 27(1),34-50
Swanson, H. L., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes. New York: Guilford.
Taylor, H. (1991). Standard English, Black English, and bidialectalism: A controversy. New York: Peter Lang.
Temple, E., Deutsch, G. K., Poldrack, R. A., Miller, S. L., Tallal, P., Merzenich, M. M., & Gabrieli, J.(2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Proceedings of the National Academy Sciences of United States of America, 100(5), 2860-2865.
Torgesen, J. K. (2000). Individual differences in response to early interventions in
reading: The lingering problems of treatment resisters. Learning Disabilities
Research and Practices, 15(1), 55-64.
Torgesen, J. K., Alexander, A., Wagner, R., Rashotte, C., Voeller, K., & Conway, T (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and longterm outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33-58.
Torgesen, J. K., Morgan, S. T. and Davis, C (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84(3), 364-370.
Torgesen, J. K., & Wagner, R. K. (1998). Alternative diagnostic approaches for
specific developmental reading disabilities. Learning Disabilities Research & Practice, 13(4), 220-232.
Torgesen , J. K., Wanger, R. K., & Rashotte C. A. (1994). Longitudinal studies of phonogical Processing and reading. Journal of learning disabilites. 27(5), 276-286.
Tucker, J. A., Ph. D. (1980). Ethnic proportions in classes for the learning disabled: issues in nonbiased assessment. Journal of Special Education, 14(1), 93-105.
U. S. Department of Education, Office of Special Education Programs. (1995). Improving the Individuals With Disabilities Education Act: IDEA Reauthorization. Washington, DC: Author. (ERIC Document Reproduction Service No. ED 386 018).
Vallecorsa, A. L., & DeBettencourt, L. U. (1997). Using a mapping procedure to teach reading and writing skills to middle grade students with learning disabilities. Education & Treatment of Children, 20(2), 173-184.
Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67(1), 99-114.
Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2000) Differentiating between difficultto-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learnig Disabilities, 33(3), 223-238.
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S.G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of special reading disability. Journal of Educational Psychology, 88(4), 601-638.
Vellutino, F. R., Scanlon, D. M., & Tanzman, M. S. (1998). The case for early intervention in diagnosing specific reading disability. Journal of School Psychology, 36(4), 367-397.
Vogt, Lynn A., Jordan, Carthie and Tharp, Roland G. (1993). Explaining school failure, producing school success: Two cases. In E. Jacob and C. Jordan (Eds.), Minority education: Anthropological Perspectives. Norwood, New Jersey: Ablex Publishing corporation. pp.53-65.
Walker, H. M., Severson, H., Stiller, B., Williams, G., Haring, N., Shinn, M., & Todis, B. (1988). Systematic screening of pupils in the elementary age range at risk for behavior disorders: development and trial testing of a multiple gating model. Remedial and Special Education, 9(3), 8-14.
Warner, T. D., Dede, D. E., Garvan, C. W., & Conway, T. W. (2002). One size still does not fit all in specific learning disability assessment across ethnic groups. Journal of Learning Disabilities, 35(6), 500-508.
Washington, J. A. (2001). Early literacy skills in African-American children: Research considerations. Learning Disabilities Research & Practice, 16(4), 213-221.
Washington, J. A. & Craig, H. K. (2001). Reading performance and dialectal variation. In J. L. Garris, A. G. Kamhi, & K. E. Pollock. (Eds.) , Literacy in African American communities. Mahwah, New Jersey: London. pp.147-168.
Wasik, B. A., & Slavin, R. R. (1993). Preventing early reading failure with one-to-one tutoring:A review of five programs. Reading Research Quarterly, 28(2), 179-200.
Wise, B. W. (2001). The indomitable dinosaur builder(and how she overcame her phonological deficit and learned to read instructions, and other things). Journal of Special Education, 35(3), 134-144.
Wilson, C., & Dupuis, A. (1992). Poverty and performance. Set [Research information for teachers] available from New Zealand Council for Educational Research, P. O. Box 3237, Wellington, New Zealand.
Wolf, M. (1999). What Time May Tell: Towards a New Conceptualization of Developmental Dyslexia. Annals of Dyslexia, 49, 3-28.
Wolf, M., Bally, T., & Morris, R. (1986). Automaticity, retrieval processes, and reading: A longitudinal study in average and impaired readers. Child Development, 57, 988-1000.
Wolf, M., & Bowers, P.G. (2000). Naming-speed Processes and Developmental Reading Disabilities:An Introduction to the Special Issue on the Double-Deficit Hypothesis. Journal of Learning Disabilities, 33, 322-324.
Wolf, M., Bowers, P. G., & Biddle K. (2000).Naming-Speed Processes,Timing, and Reading: A Conceptual Review. Journal of Learning Disabilities, 33, 387-407.
Wolf, M., Miller, L, & Donnelly, K. (2000). The Retrieval, Automaticity, Vocabularly Elaboration, Orthography (RAVE-O): A comprehensive fluency-based reading intervention program. Journal of Learning Disabilities, 33(4), 375-386.
Ysseldyke, J. E., Algozzine, B., Shinn, M. R., & Mcgue, M. (1982). Similarities and difference between low achievers and students classified learning disabled. Journal of Special Education, 16(1), 73-85.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE