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摘要
外文摘要
引文資料
題名:
應用自我調整策略發展模式(SRSD)於學習障礙學生寫作教學
書刊名:
特殊教育季刊
作者:
李安妮
作者(外文):
Lee, An-ni
出版日期:
2006
卷期:
98
頁次:
頁32-40
主題關鍵詞:
學習障礙
;
自我調整策略發展
;
寫作困難
;
Learning disability
;
Self-regulated strategy development
;
Writing difficulty
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
1
) 博士論文(
1
) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:0
點閱:22
多數學習障礙學生皆具有寫作困難,而應用「自我調整策略發展模式」(Self-Regulated Strategy Development Model,SRSD)教導學習障礙學生寫作可有效提升其寫作表現。「自我調整策略發展模式」共分為:發展與活化背景知識、討論、示範、記憶、支持及獨立表現等六步驟,主要目的為協助學生發展寫作過程所需的相關知識和寫作技巧策略;培養監控與管理寫作的能力;建立正向與積極的寫作態度。本文旨在探討應用「自我調整策略發展模式」於寫作教學的步驟、模式及成效。
以文找文
Most students with learning disabilities (LD) experienced difficulty on writing process. The self-regulated strategy development (SRSD) model was used to improve writing performance of students with learning disabilities. There were six instructional stages in the self-regulated strategy development model : develop and activate background knowledge, discuss it, model it, memorize it, support it and implement independent performance. The major goals of SRSD model were, first, to assist students in developing knowledge and strategies involved in writing process. Second, support to develop the ability to monitor and manage their own writing. Finally, promote students' positive attitudes about writing. The stages, models and effectiveness of SRSD in writing instruction were discussed.
以文找文
期刊論文
1.
Anderson-Inman, L.(1999)。Computer-based solution for secondary students with learning disabilities: Emerging issues。Reading and Writing Quarterly,15,239-249。
2.
Bahr, C. M.、Nelson, N. W.、VanMeter, A. M.(1996)。The effects of text-based and graphics-based software tools on planning and organizing of stories。Journal of Learning Disabilities,29,355-370。
3.
De La Paz, S.(1999)。Teaching writing strategies and self-regulation to middle school students with learning disabilities。Focus on Exceptional Children,31,1-15。
4.
Graham, S.、Harris, K. R.(1989)。Improving learning disabled students, skills at composing essays: Self-instructional strategy training。Exceptional Children,56,201-214。
5.
Graham, S.、Harris, K. R.(1997)。Self- regulation and writing: Where do we go from here?。Contemporary Educational Psychology,22,102-114。
6.
Graham, S.、Harris, K. R.(2000)。The role of self-regulation and transcription skills in writing and writing development。Educational Psychologist,35,3-12。
7.
Graham, S.、Harris, K. R.、MacArthur, C.、Schwartz, S.(1991)。Writing and writing instruction with students with learning disabilities: A review of a program of research。Learning Disability Quarterly,14,89-114。
8.
Graham, S.、MacArthur, C.、Schwartz, S.(1995)。Effects of goal setting and procedural facilitation on the revising behavior and writing performance of students with writing and learning problems。Journal of Educational Psychology,87,230。
9.
Gregg, N.、Hoy, C.(1990)。Referencing: The cohesive use of pronouns in the written narrative of college under prepared writers, non-disabled writers, and writers with learning disabilities。Journal of Learning Disabilities,23,557-563。
10.
Harris, K. R.、Graham, S.(1985)。Improving learning disabled students' composition skills: Self-control strategy training。Learning Disability Quarterly,8,27-36。
11.
Harris, K. R.、Graham, S.(1999)。Programmatic intervention research: Illustrations for the evolution of self-regulated strategy development。Learning Disabilities Quarterly,22,251-262。
12.
Harris, K. R.、Graham, S.、Mason, L. H.(2002)。Every child has a story to tell: Self-regulated strategy development for story writing。Education & Treatment of Children,25,496-506。
13.
MacArthur, C.、Schwartz, S.、Graham, S.(1991)。Effects of a reciprocal peer revision strategy in special education classrooms。Learning Disabilities Research and Practice,6,201-210。
14.
MacArthur, C.、Schwartz, S.、Graham, S.、Molly, D.、Harris, K. R.(1996)。Integration of strategy instruction into a whole language classroom: A case study。Learning Disabilities Research and Practice,11,168-176。
15.
Sexton, M.、Harris, K. R.、Graham, S.(1998)。Self-regulated strategy development and the writing process: Effects on essay writing and attributions。Exceptional Children,64,295-311。
16.
Singer, B. D.、Bashir, A. S.(1999)。What are executive functions and self-regulation and what do they have to do with language-learning disorders?。Language, Speech, and Hearing Services in Schools,30,265-273。
17.
Graham, S.、MacArthur, C.、Schwartz, S.、Voth, T.(1992)。Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting。Exceptional Children,58,322-335。
18.
Harris, K. R.、Graham, S.、Mason, L. H.(2003)。Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities。Focusing on Exceptional Children,35,1-16。
19.
Mason, L. H.、Harris, K. R.、Graham, S.(2004)。POW+ WWW, What=2, How=2, Equals Fun and Exciting Stories。Teaching Exceptional Children,36,70-73。
20.
McCuthchen, D.(1988)。"Functional automaticity" in children's writing。Written Communication,5,306-324。
21.
Tabassam, W.、Grainger, J.(2002)。Self- concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder。Learning Disabilities Quarterly,25(2),141-151。
22.
Troia, G. A.、Graham S.(2002)。The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities。Journal of Learning Disabilities,35,290-306。
23.
De La Paz, S.、Graham, S.(1997)。Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties。Exceptional Children,63(2),167-181。
24.
Scott, C. M.、Windsor, J.(2000)。General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities。Journal of Speech, Language, and Hearing Research,43(2),324-339。
25.
Ruban, L. M.、MaCoach, D. B.、McGuire, J. M.、Reis, S. M.(2003)。The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities。Journal of Learning Disabilities,36,270-286。
26.
Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology,81(3),329-339。
研究報告
1.
葉靖雲(1998)。國小學習障礙學生作文錯誤類型分析及有效教學策略之研究 (計畫編號:NSC87-2413-H018-018-F10)。
延伸查詢
2.
楊坤堂(1997)。我國國民小學一、三、五年級一般兒童與學習障礙兒童書寫語文能力之研究 (計畫編號:NSC86-2413-H-133-004)。
延伸查詢
學位論文
1.
施錚懿(1997)。國小六年級寫作學習障礙與普通學生在故事與說明文寫作成果之比較(碩士論文)。國立彰化師範大學。
延伸查詢
圖書
1.
教育部(1999)。特殊教育法規選輯。臺北:教育部特殊教育工作小組。
延伸查詢
2.
Harris, K. R.、Graham, S.(1996)。Making the writing process work: Strategies for composition and self-regulation。Cambridge, MA:Brookline Books。
3.
Johnson, D.、Myklebust, H.(1967)。Learning disabilities: Educational principles and practices。New York:Grune and Stratton。
4.
Lerner, J. W.(2003)。Learning disabilities: Theories, diagnosis, and teaching strategies。New York:Houghton Mifflin Company。
圖書論文
1.
Gould, B. W.(1991)。Curricular strategies for written expression。Written language disorders theory into practice。Austin, TX:Pro-Ed。
2.
Scardamalia, M.、Bereiter, C.(1986)。Written composition。Handbook of research on teaching。New York, NY:MacMillan。
3.
Graham, S.、Harris, K. R.、Troia, G. A.(1998)。Writing and self-regulation: Cases from the self-regulated strategy development model。Self-regulated learning: From teaching to self-reflective practice。New York:Guilford Press。
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