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題名：原住民國語文低成就學童文化與經驗本位補救教學成效之研究
書刊名：師大學報. 教育類
作者：陳淑麗 引用關係／曾世杰 引用關係／洪儷瑜 引用關係
作者(外文)：Chen, Shu-li／Tzeng, Shin-jay／Hung, Li-yu
出版日期：2006
卷期：51:2
頁次：頁147-171
主題關鍵詞：低成就；原住民；補救教學；閱讀能力；Underachievement；Aboriginal primary students；Remedial instruction；Reading abilities
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(49) 博士論文(3) 專書(1) 專書論文(1)
  • 排除自我引用排除自我引用:43
  • 共同引用共同引用:591
  • 點閱點閱:235
本研究的目的是檢驗補救教學是否能夠有效提昇原住民低成就學童的語文能力。研究以臺東市78 位國語文低成就的原住民學童為對象，採準實驗設計，實驗組和控制組各有47 和31 人。補救教學以小組進行，教學實驗共進行75 節。研究主要發現有四：（一）原住民國語文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，兩組學童只在高層次的寫作能力有顯著差異；（三）實驗組有23.4%的學童，經過補救教學其國語文能力可以回到同儕水準，如排除身心障礙兒童，僅分析一般學童，則有40% 的學童達到一般學童的水準，而控制組僅有3.2%從低成就回到同儕水準。（四）成本效益分析指出，和轉介至特殊教育後的花費比較起來，本研究所提供的轉介前閱讀補救教學，不但低成本高效益高，而且及早協助學生達到同儕水準。
This study aimed to examine the effectiveness of an 11-week reading remedial program for 2nd- and 3rd-grade underachieving aboriginal students in Taiwan. Seventy-eight low-achieving aboriginal students from Taitung City participated in the study. They were divided into two groups, with 47 in the experimental group and 31 in the control group. The researchers provided seventy-five 40-minute sessions for a total of eleven weeks. The program was conducted in small groups. The four major findings are as follows: 1. The reading ability of the participants in the experimental group improved significantly as a whole; the 2nd-graders improved in the recognition of low-level characters, while the 3rd-graders improved in high-level dictation skills and reading comprehension. 2. The experimental group outperformed the control group with regard to scores of all reading skills; however, when pretests were used as a co-variate, the former significantly outperformed the latter only with regard to high-level composition writing skill. 3. After the remedial program, 11 (23.4%) out of 47 experimental group students achieved the reading level of their same-age peers. Furthermore, if children with disabilities were excluded from the experimental group, 40% of this group achieved the reading level of the same-age group. 4. A cost-effectiveness analysis revealed that, compared with the cost of referral to special education for these students, the pre-referral remedial reading program is feasible, and should be implemented as soon as possible to give much-needed help to these children.
期刊論文
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19.陳秀芬(19990600)。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  延伸查詢new window
20.陳姝蓉、王瓊珠(20030900)。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  延伸查詢new window
21.Stanovich, Keith E.(1986)。Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy。Reading Research Quarterly，21(4)，360-407。  new window
22.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)，173-188。  new window
23.王瓊珠(20011000)。臺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。  延伸查詢new window
24.陳淑麗、洪儷瑜、曾世杰(20050900)。以國語補救教學診斷原住民低成就學童是否為學習障礙：轉介前介入的效度考驗研究。特殊教育研究學刊，29，127-150。new window  延伸查詢new window
25.歐素惠、王瓊珠(20040300)。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。特殊教育研究學刊，26，271-292。new window  延伸查詢new window
26.紀惠英(19980600)。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，8，69+71-97。new window  延伸查詢new window
27.李瑛(19980600)。原住民成人學習者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畫」為例。社會教育學刊，27，129-160。  延伸查詢new window
28.胡永崇(20010300)。不同識字教學策略對國小三年級閱讀障礙學童教學成效之比較研究。屏東師院學報，14(上)，179-218。new window  延伸查詢new window
29.Torgesen, J. K.、Alexander, A. W.、Wagner, R. K.、Rashotte, C. A.、Voeller, K. K.、Conway, T.(2001)。Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches。Journal of Learning Disabilities，34(1)，33-58。  new window
30.陳枝烈(19940600)。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。  延伸查詢new window
31.陳麗珠(19990400)。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  延伸查詢new window
32.黃秀霜(19990100)。不同教學方式對學習困難兒童之實驗教學助益分析。課程與教學，2(1)，69-81+153-154。new window  延伸查詢new window
33.Idol, L.(1987)。Group story mapping: A comprehension strategy for both skilled and unskilled readers。Journal of Learning Disabilities，20(4)，196-205。  new window
34.張善楠、洪天來、張麟偉、張建盛、劉大瑋(19970600)。社區、族群、家庭因素與國小學童學業成就的關係--臺東縣四所國小的比較分析。臺東師院學報，8，27-52。new window  延伸查詢new window
35.巫有鎰(19990700)。影響國小學生學業成就的因果機制--以臺北市和臺東縣作比較。教育研究集刊，43，213-242。new window  延伸查詢new window
36.林素貞(19980600)。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  延伸查詢new window
37.許添明、廖鳴鳳(19981100)。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  延伸查詢new window
38.Chang, K.-E.、Sung, Y.-T.、Chen, I.-D.(2002)。The effect of concept mapping to enhance text comprehension and summarization。Journal of Experimental Education，71(1)，5-23。  new window
39.Coutinho, Martha J.、Oswald, Donald P.、Best, Al 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。  new window
40.Anderson, V.、Roit, M.(1996)。Linkink Reading Comprehension Instruction to Language-minority Students。The Elementary School Journal，96(3)，295-309。  new window
41.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。  new window
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43.Delpit, L. D.(1992)。Education in a Multicultural Society: Our Future's Greatest Challenge。The Journal of Negro Education，61(3)，237-249。  new window
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會議論文
1.陳枝烈(2002)。文化差異在教室中師生互動的意義。九十一年度原住民教育學術研討會，國立屏東師範學院原住民教育中心（舉辦） 。屏東縣：國立屏東師範學院。121-138。  延伸查詢new window
研究報告
1.王瓊珠(2003)。讀寫能力合一補救教學系列研究（I）。0。  延伸查詢new window
2.王瓊珠(2004)。讀寫能力合一補救教學系列研究（II）。0。  延伸查詢new window
3.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）。0。  延伸查詢new window
學位論文
1.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(碩士論文)。國立嘉義大學。  延伸查詢new window
2.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(碩士論文)。臺中師範學院。  延伸查詢new window
3.李淑媛(1999)。不同教學法對國小二年級學習障礙學童識字教學成效之研究(碩士論文)。國立新竹師範學院。  延伸查詢new window
4.鐘素鵑(2003)。聲韻覺識教學對國小低年級注音符號學習困難學童之成效分析(碩士論文)。國立台北師範學院。  延伸查詢new window
5.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
6.李俊仁(1999)。聲韻處理能力和閱讀能力的關係(博士論文)。國立中正大學。new window  延伸查詢new window
7.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，0。  延伸查詢new window
圖書
1.Berk, L. E.(1996)。Infants, Children, and Adolescents。Needham Heights, MA。  new window
2.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
3.陳美芳(1999)。聽覺記憶測驗。臺北市：行政院國家科學委員會特殊教育工作小組：教育部。  延伸查詢new window
4.Chall, Jeanne Stemlicht、Bissex, Glenda L.、Conard, Sue S.、Harris-Sharples, Susan H.(1996)。Qualitative assessment of text difficulty: A practical guide for teachers and writers。Brookline Books。  new window
5.Texas Education Agency(2004)。Three-tier reading mode: Reducing reading difficulties for kindergarten through three grade students。Texas：University of Texas, Center for Reading and Language Art。  new window
6.McCormick, S.(1995)。Instructing Students Who Has Literacy Problem。Englewood Cliffs, NJ：Prentice Hall。  new window
7.洪儷瑜、陳秀芬、陳慶順、李瑩灼、張郁雯(2003)。某本讀寫字綜合測驗。臺北：心理。  延伸查詢new window
8.行政院原住民族委員會(2004)。九十一年台灣原住民族統計年鑑。台北：行政院原住民委員會。  延伸查詢new window
9.譚光鼎(1998)。原住民教育研究。臺北：五南。new window  延伸查詢new window
10.黃毅志(2002)。社會階層、社會網絡與主觀意識：台灣地區不公平的社會階層體系之延續。台北：巨流。new window  延伸查詢new window
11.Kirk, S. A.、Gallagher, J. J.(1989)。Educating exceptional children。Houghton Mifflin Company。  new window
12.Chall, J. S.、Jacobs, V. A.、Baldwin, L. E.(1990)。The Reading Crisis: Why Poor Children Fall Behind。Harvard University Press。  new window
13.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。學童閱讀困難的鑑定與診斷。嘉義縣。  延伸查詢new window
14.王瓊珠(2003)。國小一年級疑似閱讀障礙兒童之觀察研究。國小一年級疑似閱讀障礙兒童之觀察研究。臺北。new window  延伸查詢new window
15.教育部(2000)。國小常用字資料庫。國小常用字資料庫。臺北。  延伸查詢new window
16.教育部(2002)。身心障礙及資賦優異學生鑑定原則鑑定基準。身心障礙及資賦優異學生鑑定原則鑑定基準。臺北。  延伸查詢new window
17.Vogt, L. A.、Jordan, C.、Tharp, R. G.(1993)。Explaining School Failure, Producing School Success: Two Cases。Minority Education: Anthropological Perspectives。Norwood, NJ。  new window
其他
1.洪儷瑜，王瓊珠，張郁雯，陳秀芬(2004)。識字量評估測驗，0。  延伸查詢new window
2.洪儷瑜，陳秀芬(2004)。故事朗讀測驗，0。  延伸查詢new window
3.Ellis, E. S.，Worthington, L. A.(1994)。Executive Summary of Research Synthesis on Effective Teaching Principles and Design of Quality Tools for Educators，0。  new window
4.US Department of Education(2003)。Proven Method: Questions and Answers on No Child Left Behid，0。  new window
圖書論文
1.孫大川(1993)。族群觀。體檢國小教科書。臺北市：前衛出版社。  延伸查詢new window
2.Nicholson, T.(1997)。Closing the gap on reading failure: Social background, phonemic awareness, and learning to read。Founda-tions of reading acquistion and dyslexia。Mahwah, NJ：Lawrence Erlbaum Associats。  new window
3.LeMoine, N. R.(2001)。Language Variation and Literacy Acquisition in African American Students。Literacy in African American Communities。Mahwah, NJ：Hampton Press。  new window
 
 
 
 
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