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題名：三種詞彙教學法對閱讀障礙兒童的詞彙學習與閱讀理解之成效研究
書刊名：特殊教育研究學刊
作者：歐素惠／王瓊珠 引用關係
作者(外文)：Ou, Su-hui／Wang, Chiung-chu
出版日期：2004
卷期：26
頁次：頁271-292
主題關鍵詞：詞彙教學；閱讀障礙；詞彙學習；閱讀理解；Vocabulary instruction；Reading disability；Vocabulary learning；Reading comprehension
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(8) 博士論文(5) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:112
  • 點閱點閱:68
本研究在探討閱讀障礙兒童接受不同詞彙教學法之後，其詞彙學習表現與閱讀理解能力是否有改善，並比較何種詞彙教學法的教學效果較佳。以二位六年級閱讀障礙兒童為受試，採單一受試研究法中之多處理設計方式來進行。自變項為三種詞彙教學活動，即詞彙定義教學法、語意構圖教學法和文句脈絡教學法；依變項包括詞彙學習表現和閱讀理解表現，其中詞彙學習表現又包含識詞率、詞義記憶和詞用能力三個向度。在教學實驗過程中，收集個案的「各單元詞彙評量」和「各單元閱讀理解測驗」的答對率，以分析不同詞彙教學法的教學成效。研究顯示：1.三種詞彙教學法對受試者的詞彙學習皆有正向的教學效果，其中以文句脈絡教學法的教學效果較佳。2.詞彙定義教學法和語意構圖教學法的詞彙學習成效在教學實驗前後期的教學效果不一致。3.詞彙定義教學法和語意構圖教學法有益於「詞義記憶」的學習。4.三種詞彙教學法在「識詞率」和「詞用能力」的詞彙學習向度上之效果不一致。5.三種詞彙教學法對受試者的閱讀理解學習皆有正向的教學效果，其中以語意構圖教學法和文句脈絡教學法的教學效果較佳。6.語意構圖教學法的閱讀理解學習成效略優於文句脈絡教學法，但成效穩定性不足。
The purposes of this study were to explore and to compare the effects of three vocabulary instruction strategies on vocabulary learning and reading comprehension for two sixth graders with reading disabilities through a multiple treatment design. The independent variables were three vocabulary instruction strategies: word definition, semantic mapping, and context clues. The dependent variables were students' performance on vocabulary and reading comprehension tests. The vocabulary test involved three components: word recognition, word meaning, and word usage. The major findings were summarized as followings: 1. All the three vocabulary instruction strategies had positive effects on two subjects' learning, and the effect of using context clues was the best. 2. The effects of word definition and semantic mapping instruction strategies on vocabulary learning were inconsistent at different phases of intervention. 3. Word definition and semantic mapping instruction strategies were beneficial to subjects' word meaning acquisition. 4. The effects of word recognition and word usage were various among the three vocabulary inst5ruction strategies. 5. All the three vocabulary instruction strategies had positive effects on subjects' reading comprehension, and the semantic mapping as well as the context clues instruction strategies got better results. 6. The semantic mapping instruction strategy seemed to yield a better reading comprehension scores than the strategy of using context clues, however, its effect was not completely proved.
期刊論文
1.Dole, Janice A.、Sloan, Christopher、Trathen, Woodrow(1995)。Teaching vocabulary within the context of literature。Journal of Reading，38(6)，452-460。  new window
2.劉英茂(19780900)。文句脈絡對於詞義學習的影響。中華心理學刊，20(1)，29-37。new window  延伸查詢new window
3.Gallego, M. A.、Reyes, E. I.、Duran, G. Z.、Scanlon, D. J.(1992)。Interactive Semantic Mapping: An Interactive Approach to Enhancing LD Students' Content Area Comprehension。Learning Disabilities Research & Practice，7，142-146。  new window
4.Johnson, D.、Steele, V.(1996)。So Many Words, so Little time: Helping College ESL Learners Acquire Vocabulary-building Strategies。Journal of Adolescent and Adult Literacy，39(5)，348-357。  new window
5.Avery, P. G.、Baker, J.(1997)。'Mapping' learning at the secondary level。Clearing House，70(5)，279-285。  new window
6.Bos, C. S.、Anders, P. L.(1990)。Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning disabled students。Learning Disability Quarterly，13(1)，31-42。  new window
7.Bos, C. S.、Anders, P. L.、Filip, D.、Jaffe, L. E.(1989)。The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities。Journal of Learning Disabilities，22(6)，384-390。  new window
8.Dixon, D. J.(1990)。Organizing vocabulary。Journal of Reading，33(7)，554-555。  new window
9.Johnston, S. S.、Tulbert, B. L.、Sebastian, J. P.、Devries, K.、Gompert, A.(2000)。Vocabulary Development: A Collaborative Effort for Teaching Content Vocabulary。Intervention in School & Clinic，35(5)，311-315。  new window
10.Jones, M. S.、Levin, M. E.、Levin, J. R.、Beitzel, B. D.(2000)。Can vocabulary-learning strategies and pair-learning formats be profitably combined?。Journal of Educational Psychology，92(2)，256-262。  new window
11.Kibby, M. W.(1995)。The Organization and Teaching of Things and the Words That Signify Them。Journal of Adolescent & Adult Literacy，39(3)，208-223。  new window
12.Mastropieri, M. A.、Scruggs, T. E.、Fulk, B. J.(1990)。Teaching abstract vocabulary with the keyword method: Effects on recall and comprehension。Journal of Learning Disabilities，23(2)，92-97/ 107。  new window
13.Misulis, K.(1999)。Making vocabulary development manageable in content instruction。Contemporary Education，70(2)，25-29。  new window
14.Naughton, V. M.(1993)。Creative mapping for content reading。Journal of Reading，37(4)，324-326。  new window
15.Poindexter, C.(1994)。Guessed meanings。Journal of Reading，37(5)，420-422。  new window
16.Rousseau, M. K.、Tan, B. K. Y.(1993)。Increasing Reading Proficiency of Language-minority Students with Speech and Language Impairments。Education & Treatment of Children，16(3)，254-271。  new window
17.Sinatra, R. C.、Berg, D.、Dunn, R.(1985)。Semantic mapping improves reading comprehension of learning disabled students。Teaching Exceptional Children，17(4)，310-314。  new window
學位論文
1.吳淑娟(2001)。國小閱讀理解困難學童之詞彙能力分析研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.方金雅(2001)。多向度詞彙評量與教學之研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
圖書
1.Vacca, J. L.、Vacca, R. T.、Gove, M. K.(2000)。Reading and learning to read。NY：Longman。  new window
2.教育部(2000)。國小學童常用字詞調查報告書。臺北市：教育部國語推行研究委員會。  延伸查詢new window
3.Lewis, R. B.、Doorlar, D. H.(1995)。Teaching special students in the mainstream。Englewood Cliffs, NJ：A Simon ＆ Schuster Company。  new window
4.柯華葳(1999)。閱讀理解困難篩選測驗。臺北：行政院國家科學委員會特殊教育工作小組。  延伸查詢new window
5.孟瑛如(2000)。資源教室方案--班級經營與補救教學。臺北：五南。new window  延伸查詢new window
6.Aaron, P. G.、Joshi, R. M.(1992)。Reading Problems: Consultation and Remediation。New York：The Guilford Press。  new window
7.陳榮華(1997)。魏氏兒童智力量表指導手冊。臺北：中國行為科學社。  延伸查詢new window
8.黃秀霜(2001)。中文年級認字量表 : 指導手冊。臺北市：心理出版社。  延伸查詢new window
9.陸莉、劉鴻香(1994)。修訂畢保德圖畫詞彙測驗。心理出版社。  延伸查詢new window
10.尹玫君、簡楚瑛(1984)。三種生詞教學法的比較研究。國民小學國語科教材教法研究，第一輯。臺北。  延伸查詢new window
11.杜正治(1994)。單一受式研究法。單一受式研究法。臺北。  延伸查詢new window
12.Graves, M. F.、Juel, C.、Graves, B. B.(2001)。Teaching Reading in the 21-Century。Teaching Reading in the 21-Century。USA。  new window
13.Johnson, D. D.、Person, P. D.(1984)。Teaching Reading Vocabulary。Teaching Reading Vocabulary。New York, NY。  new window
14.Nicholson, T.(1999)。Reading comprehension processes。Learning to read: Beyond phonic and whole language。New York, NY。  new window
15.Nicholson, T.、Tan, A.(1999)。Proficient word identification for comprehension。Learning to read: Beyond phonic and whole language。New York, NY。  new window
圖書論文
1.Thompson, G. B.(1999)。The processes of learning to identify words。Learning to read: Beyond phonic and whole language。New York, NY：Teachers College Press。  new window
 
 
 
 
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