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題名：國小低閱讀理解能力學生閱讀理解策略教學效果之研究
書刊名：特殊教育學報
作者：吳訓生 引用關係
作者(外文)：Wu, Shiunn-sheng
出版日期：2001
卷期：15
頁次：頁177-215
主題關鍵詞：國小；低閱讀理解能力學生；閱讀理解策略教學
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(9) 博士論文(10) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:9
  • 共同引用共同引用:89
  • 點閱點閱:78
　　　　　本研究旨在依國小五年級學生閱讀中文材料時使用閱讀理解策略的狀況，來設計閱讀理解策略的教學方案，並檢視此閱讀理解策略之教學方案是否能力效的提昇同年級之低閱讀理解能力學生的閱讀理解能力。研究者運用「跨受試之多基準線實驗設計來安排整個教學實驗的程序，參與實驗教學的受試共有四位，其中一位為對照受試只參與評量不參與實際的教學。教學者是由研究者本身來擔任；教學的地點是供用受試者就讀之學校的測驗室；教學的時間是運用早自習的時段，每週教學四個節次每個節次為六十分鐘，總計 實施五十二個節次。研究者運用單一受試實驗設計之視覺分析、各時期之平均答合率的比較、以及簡化之間時系列的統計分析等方法來分析本閱讀理解策略教學方案的處理效果。整個研究的研究結果如下： 1.三位低閱讀理解能力受試經過本閱讀理解策略教學方案之教學處理後，在閱讀理解測驗的表現趨勢(trend)方面都往上爬昇；表現的水平(level)也都往上昇高，平均水平變化值為+18.36%。此結果顯示本研究之閱讀理解策略教學方案可提昇低閱讀理解靂身學生之閱讀理解能力。 2.受試者在處理期後半段與保留期等兩個時期間之表現趨勢的起伏變化都不大；兩個時期之間的表現水平變化值也都很小(1.90%∼2.86%)，而水平的重疊比率則很高(85.71%∼100%)。這顯示教學處理效果能維持到保留階段，亦即，本研究之閱讀理解策略教學方案的教學處理具有保留效果。 3.隨著教學實驗的持續進行，參與教學的受試在社會科理解測驗上的表現有往上爬昇的趨勢。這表示本研究之閱讀理解策略教學方案的教學處理效果能類化到社會科之閱讀材料。 4.受試者表示喜歡本閱讀理解策略教學方案的教學活動，也認為這個教學方案對自己有幫助；受試者之任課老師認為教學效果尚未能對學生在平時課堂中的學習表現產生顯著的影響。
　　　　　Thje purpose of the study was to investigate the effectiveness of a reading comprehension strategies program to improve the reading comprehension skills of children with low comprehension. Four fifth-grade students with low reading comprehension participated in the study. There are little difference in the four students' IQ, word recognition skills, and reading comprehension skills. A single-subject experimental design of multiple baseline across individuals was used to examine the results. Data collected during the study were analyzed by visual inspection techniques and Tryon's C statistic. There results were as follows: 1.There were significant effects of instruction in the use of the reading comprehension strategies program. 2.All the students maintained the comprehensive skills which they had learned during the intervention sessions after two weeks. 3.All the students generalized their comprehensive skills to the social study test. 4.Most of the students and their teachers indicated that the reading comprehension strategies program were very useful in enhancing the learning of school subjects.
期刊論文
1.Anderson, R. C.、Reynolds, R. E.、Schallert, D. L.、Goetz, E. T.(1977)。Frameworks for comprehending discourse。American Educational Research Journal，14(4)，367-381。  new window
2.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
3.Bereiter, Carl、Bird, M.(1985)。Use of thinking aloud in identification and teaching of reading comprehension strategies。Cognition and Instruction，2(2)，131-156。  new window
4.Rosenshine, B.、Meister, C.、Chapman, S.(1996)。Teaching students to generate questions: A review of the intervention studies。Review of Educational Research，66(2)，181-221。  new window
5.Meyer, Brandt J. F.、Brandt, D. M.、Bluth, G. J.(1980)。Use of top-level structure in text: key for reading comprehension of ninth-grade students。Reading Research Quarterly，16(1)，72-103。  new window
6.Alvermann, D. E.、Smith, L. C.、Readena, J. E.(1985)。Prior knowledge activation and strategic knowledge in academic performance。Review of Educational Research，58，375-404。  new window
7.Lysynchuk, L. M.、Pressley, M.、Vye, N. J.(1990)。Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders。The Elementary School Journal，90(5)，469-484。  new window
8.Rosenshine, B.、Meister, C.(1994)。Reciprocal teaching: A review of the research。Review of Educational Research，64(4)，479-531。  new window
9.Dole, Janice A.、Duffy, Gerald G.、Roehler, Laura R.、Pearson, P. David(1991)。Moving from the Old to the New: Research on Reading Comprehension Instruction。Review of Educational Research，61(2)，239-264。  new window
10.Perkins, D. N.、Salomon, G.(1989)。Are cognitive skills context-bound?。Educational Researcher，18(1)，16-25。  new window
11.Paris, S. G.、Lipson, M. Y.、Wixson, K. K.(1983)。Becoming a strategic reader。Contemporary Educational Psychology，8(3)，293-316。  new window
12.Palincsar, A. S.、Brown, A. L.(1984)。Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities。Cognition and Instruction，1(2)，117-175。  new window
13.周台傑、詹文宏(19950600)。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。特殊教育與復健學報，4，109-152。new window  延伸查詢new window
14.Baumann, James F.(1984)。The effectiveness of a direct instruction paradigm for teaching main idea comprehension。Reading Research Quarterly，20(1)，93-115。  new window
15.McBride, S.、Davey, B.(1986)。Effects of question-generation training on reading comprehension。Journal of Educational Psychology，78，256-262。  new window
16.Duffy, G. G.、Roehler, L. R.(1987)。Improving reading instruction through the use of responsive elaboration。Reading Teacher，40(6)，514-519。  new window
17.King, A.(1992)。Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures。American Educational Research Journal，29，303-325。  new window
18.Labercance, G.、Battle, J.(1987)。Cognitive processing strategies, self-esteem, and reading comprehension of learning disabled students。Journal of Special Education，11(2)，167-185。  new window
19.Meyers, J.、Lytle, S.、Palladino, D.、Devenpeck, G.、Green, M.(1990)。Think-aloud protocol analysis: An investigation of reading comprehension strategies in forth- and fifth-grade students。Journal of Psychoeducational Assessment，8，112-127。  new window
會議論文
1.邱上真、葉千綺(1999)。國民小學國語文低成就學童的篩選。沒有紀錄。  延伸查詢new window
2.Speaker, R.、Dermody, M.(1995)。Effects of reciprocal strategy training in prediction, clearification, question generating, and summarization on fourth graders' reading comprehension。沒有紀錄。190-196。  new window
3.Dole, J. A.、Smith, E. L.(1987)。When prior knowledge is wrong: Reading and learning science text。St. Petersburg, FL。  new window
4.David, Y.、Palincsar, A. S.、Winn, J.、Stevens, D.、Brown, A. L.(1990)。Examining the differential effects of teacher-versus student-controlled activity in comprehension instruction。Boston, MA。  new window
研究報告
1.葉瓊華、周台傑、詹文宏(1996)。概念構圖、自問自答及劃重點策略對國小閱讀障礙兒童閱讀理解能力及後設認知能力教學成效之研究。臺北。new window  延伸查詢new window
學位論文
1.吳芳香(1998)。國小二年級優讀者與弱讀者閱讀策略使用與覺識之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
2.藍慧君(1991)。學習障礙兒童輿普通兒童閱讀不同結構文章之閱讀理解與理解策略的比較研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.吳訓生(2001)。國小低閱讀能力學生閱讀理解策略教學效果之研究(博士論文)。彰化師範大學，彰化縣。new window  延伸查詢new window
4.黃瓊儀(1996)。相互教學法對國小高年級學童閱讀理解能力、後設認知能力與閱讀態度之影響(碩士論文)。國立嘉義師範學院。  延伸查詢new window
5.楊芷芳(1994)。國小不同後設認知能力兒童的閱讀理解能力與閱讀理解策略之研究(碩士論文)。國立台中師範學院，臺中。  延伸查詢new window
6.郭靜姿(1992)。閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力之成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
7.胥彥華(1989)。學習策略對國小六年級學生閱讀效果之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
8.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
9.林宜真(1998)。閱讀障礙學生與普通學生閱讀理解方式之比較研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
10.曾陳密桃(1990)。國民中小學生的後設認知及其與閱讀理解之相關研究(博士論文)。國立政治大學。new window  延伸查詢new window
11.李玉貴(1998)。國小學童線上閱讀故事體文章之推論類別分析研究，0。  延伸查詢new window
12.林秀貞(1997)。國小六年級學童社會科閱讀理解研究，0。  延伸查詢new window
13.Brady, P. L.(1990)。Improving the reading comprehension of middle school students through reciprocal teaching and semantic mapping strategies，0。  new window
14.溫詩麗(1996)。北市國小閱讀障礙資源班學生認知能力組型之研究，0。  延伸查詢new window
圖書
1.Rosenshine, B.(1997)。Advances in research on instruction。Issues in educating students with disabilities。Mahwah, NJ：Eribaum Associates。  new window
2.Richek, M.、Caldwell, J.、Jennings, J.、Lerner, J.(1996)。Reading problems: Assessment and teaching strategies。Needham Heights, MA：Allyn & Bacon。  new window
3.Pressley, M.、Woloshyn, W.、Burkell, J.、Cariglia-Bull, T.、Lysynchuk, J. A.、Schneider, B.、Snyder, B. L.、Symons, S.(1995)。Cognitive strategy instruction that really improves children's academic performance。Cambridge, MA：Brookline Books。  new window
4.Anderson, J. R.(2000)。Cognitive psychology and its implications。New York：Worth Publishers。  new window
5.Gagne, Ellen D.、Yekovich, Frank R.、Yekovich, Carol Walker(1993)。The Cognitive Psychology of School Learning。New York, NY：Harper Collins College Publishers。  new window
6.Deshler, Donald D.、Ellis, Edwin S.、Lenz, B. Keith(1996)。Teaching adolescents with learning disabilities: Strategies and methods。Denver, Colorado：Love Publishing。  new window
7.Lerner, J. W.(2003)。Learning disabilities: Theories, diagnosis, and teaching strategies。New York：Houghton Mifflin Company。  new window
8.Kazdin, A. E.(1982)。Single-case research designs: methods for clinical and applied settings。New York：Oxford University Press。  new window
9.Garner, R. M.(1987)。Metacognition and Reading Comprehension。Norwood, NJ：Ablex Publishing Corporation。  new window
10.許天威、蕭金土(1999)。綜合性非語文智力測驗。臺北市：心理。  延伸查詢new window
11.Rosenshine, B.(1980)。Skill hierarchies in reading comprehension。Theoretical issues in reading comprehension。Hillsdale, NJ。  new window
其他
1.Palincsar, A. S.(1987)。Collaborating for collaborative learning of text comprehension，0。  new window
2.Pearson, P. D.，Dole, J. A.(1988)。Explicit comprehension instruction: A review of research and a new conceptualization of instruction，0。  new window
圖書論文
1.Carr, T. H.、Brown, T. L.、Vavrus, L. G.、Evans, M. A.(1990)。Cognitive skill maps and cognitive skill profiles: Componential analysis of individual differences in children's reading efficiency。Reading and its development: component skills approaches。Academic Press Inc.。  new window
2.Baker, L.、Brown, A. L.(1984)。Metacognition skills and reading。Handbook of reading research。New York：Longman。  new window
 
 
 
 
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