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題名：注音補救教學對一年級低成就學童的教學成效實驗研究
書刊名：教育與心理研究
作者：曾世杰 引用關係／陳淑麗 引用關係
作者(外文)：Tzeng, Shih-jay／Chen, Su-li
出版日期：2007
卷期：30:3
頁次：頁53-77
主題關鍵詞：注音符號；補救教學；低成就；Chu-Yin-Fu-Hao；Chinese phonetic symbol system；Remedial program；Low achievers
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(32) 博士論文(2) 專書(1) 專書論文(2)
  • 排除自我引用排除自我引用:27
  • 共同引用共同引用:83
  • 點閱點閱:91
本研究對81位國小一年級低成就學童，以外加方式，提供了16週64節課的注音補救教學，教材及教學方法顧及理論上有效的成分。補救教學以小班方式進行，除了一位國小老師外，並有兩位大學生擔任助教。另有對照組學童69名，只接受原校提供的各種不同的學業協助。研究發現，若以智力和前測分數為共變數，實驗組學童在7項注音符號能力及聲韻覺識測驗的後測分數，都顯著高於對照組；補救教學完成後，根據導師及補救教師的報告，有71.6%實驗組學童，注音能力明顯進步；約有45.1%的學童，其注音能力回到同儕的水準。補救教學結束後一個學期，再進行追蹤，實驗組學童的注音能力，仍然顯著高於對照組，唯注音能力的提昇，並未能遷移至國字和閱讀理解的分數上。
We provided a 64-hour Chu-Yin-Fu-Hao (the Chinese Phonetic symbol system) remedial program to 81 1st-grade low achievers in Taitung County during a 16-week period. Based on effective components of teaching and learning in the literatures, we prepared participant teachers being familiar with the teaching methods and materials that were developed in advance. The remedial program was administered in small group. Besides a remedial teacher, each class had two teaching assistants. The control group, which was composed of 69 students, received various learning assistances from their schools. The results show that, using IQ and pretest scores as covariates, experiment group outperformed the control group on 7 Chu-Yin-Fu-Hao sub-skill tests, as well as on phonological awareness posttests. After the remedial program, according to the reports of the class teachers and remedial teachers, Chu-Yin-Fu-Hao abilities of 71.6% children in the experiment group were apparently improved; whereas 45.1% children in the experiment group, their Chu-Yin-Fu-Hao abilities caught up with their average peers. A follow-up survey 6-month after the completion of the program shows that the Chu-Yin-Fu-Hao abilities of the experiment group still outperformed their counterparts in the control group. However, the progress in Chu-Yin-Fu-Hao has not transferred to character recognition and reading comprehension.
期刊論文
1.Pikulski, J. J.(1994)。Preventing Reading Failure: A Review of Five Effective Program。The Reading Teacher，48(1)，30-39。  new window
2.Foorman, B. R.、Moats, L. C.(2004)。Conditions for Sustaining Research-based Practices in Early Reading Instruction。Remedial and Special Education，25(1)，51-60。  new window
3.方金雅、蘇姿云(20051200)。童謠教學對幼兒聲韻覺識影響之研究。高雄師大學報. 教育與社會科學類，19，1-19。new window  延伸查詢new window
4.Foorman, B. R.、Torgesen, J. K.(2001)。Critical elements of classroom and small-group instruction promote reading success in all children。Learning Disabilities Research and Practice，16(4)，203-214。  new window
5.Vaughn, S.、Gersten, R. M.、Chard, D. J.(2000)。The Underlying Message in LD Intervention Research: Findings from Research Syntheses。Exceptional Children，67(1)，99-114。  new window
6.Torgesen, J. K.(2000)。Individual Differences in Response to Early Interventions in Reading: The Lingering Problems of Treatment Resisters。Learning Disabilities Research & Practice，15(1)，55-64。  new window
7.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。  new window
8.Shanahan, T.、Barr, R.(1995)。Reading Recovery: An Independent Evaluation of the Effects of an Early Instructional Intervention for at-risk Learners。Reading Research Quarterly，30(4)，958-996。  new window
9.Vellutino, F. R.、Fletcher, J. M.、Snowling, M. J.、Scanlon, D. M.(2004)。Specific reading disability (dyslexia): What we learned in the past four decades?。Journal of Child Psychology and Psychiatry，45(1)，2-40。  new window
10.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
11.Ehri, L. C.、Nunes, S. R.、Willows, D. M.、Schuster, B. V.、Yaghoub-Zadeh, Z.、Shanahan, T.(2001)。Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis。Reading Research Quarterly，36(3)，250-287。  new window
12.游惠美、孟瑛如(19980600)。電腦輔助教學應用方式對國小低成就兒童注音符號補救教學成效之探討。特殊教育與復健學報，6，307-347。new window  延伸查詢new window
13.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
14.柯華葳、李俊仁(19961200)。國小低年級學生語音覺識能力與認字能力的發展：一個縱貫的研究。國立中正大學學報，7(1)，49-66。  延伸查詢new window
15.胡永崇(20010900)。國小一年級閱讀障礙學生注音符號學習的相關因素及意義化注音符號教學成效之研究。屏東師院學報，15，101-140。new window  延伸查詢new window
16.曾世杰、邱上真、林彥同(20031000)。幼稚園至國小三年級學童各類唸名速度能力之研究。師大學報. 教育類，48(2)，261-289。new window  延伸查詢new window
17.Hatcher, P. J.、Hulme, C.、Snowling, M. J.(2004)。Explicit Phoneme Training Combined with Phonic Reading Instruction Helps Young Children at Risk of Reading Failure。Journal of Child Psychology and Psychiatry，45，338-358。  new window
研究報告
1.曾世杰、陳淑麗(2005)。臺東縣低成就兒童補救教學模式整合方案研究 (計畫編號：NSC92-2413-H143-006)。臺東縣臺東市：國立臺東大學。  延伸查詢new window
2.黃秀霜(1995)。臺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。0。  延伸查詢new window
學位論文
1.王川銘(2004)。國民小學義工老師進行轉介前輔導模式之行動研究--以一年級注音符號補救教學為例(碩士論文)。屏東師範學院。  延伸查詢new window
2.包龍驤(2004)。注音符號鍵盤輸入策略對國小資源班一年級學童注音符號補救教學成效之研究(碩士論文)。國立臺東大學。  延伸查詢new window
3.吳佩芬(2002)。注音符號遊戲教學之行動研究(碩士論文)。國立嘉義大學。  延伸查詢new window
4.常雅珍(1998)。國語注音符號「精緻化教學法」與傳統「綜合教學法」之比較研究(碩士論文)。國立嘉義師範學院。  延伸查詢new window
5.陳淑麗(2006)。轉介前介入在學障鑑定的重要性與可行性(碩士論文)。國立臺灣師範大學。new window  延伸查詢new window
6.李慧娥(2002)。拼音困難兒童注音符號教學之行動研究--多元智能取向(碩士論文)。國立台北師範學院。  延伸查詢new window
7.林秀玲(1994)。輕度智能不足兒童注音符號補救教學效果之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
8.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(碩士論文)。國立中正大學。  延伸查詢new window
9.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
10.鐘素鵑(2003)。注音覺識教學對國小低年級注音符號學習困難兒童之成效分析，0。  延伸查詢new window
圖書
1.Denton, C. A.、Mathes, P. G.(2003)。Intervention for Struggling Readers: Possibilities and Challenges。Preventing and Remediating Reading Difficulties: Bringing Science to Scale。Baltimore, MD：York Press。  new window
2.Berk, L. E.(1996)。Infants, Children, and Adolescents。Needham Heights, MA。  new window
3.黃秀霜、鄭美芝(2003)。國小注音符號能力診斷測驗。臺北：心理出版社。  延伸查詢new window
4.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
5.吳武典、蔡崇建、胡心慈、王振德、林幸臺、郭靜姿(2002)。托尼非語文智力測驗。托尼非語文智力測驗。臺北市。  延伸查詢new window
6.Juel, C.(1993)。The Spelling-sound Code in Reading。Reading across the Life Span。New York, NY。  new window
7.曾世杰(1999)。國語文低成就學童之工作記憶、注音處理能力與唸名速度之研究。學童閱讀困難的鑑定與診斷。嘉義縣民雄鄉。  延伸查詢new window
8.Vaughn, S.、Linan-Thompson, S.(2003)。Group Size and Time Allotted to Intervention: Effects for Students with Reading Difficulties。Preventing and Remediating Reading Difficulties: Bringing Science to Scale。Baltimore, MD。  new window
9.陳淑麗、曾世杰(2005)。唸名速度及注音覺識在中文閱讀障礙亞型分類上的角色－個案補救教學研究。突破學習困難－評量與因應之探討。臺北市。  延伸查詢new window
其他
1.曾世杰，陳淑麗，謝燕嬌(2005)。注音覺識測驗工具，0。  延伸查詢new window
2.洪儷瑜，柯華葳，詹益綾(2006)。閱讀理解測驗，0。  延伸查詢new window
圖書論文
1.Simmons, D. C.、Kame Kame'enui, E. J.、Stoolmiller, M.、Coyne, M. D.、Harn, B.(2003)。Accelerating growth and maintaining pronciency: A two-year intervention study of kindergarten and first-grade children at risk for reading difficulties。Preventing and remediating reading difficulties: Bringing science to scale。Baltimore, MD：York Press。  new window
 
 
 
 
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