臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：直接教學法對二年級識字困難學生識字與應用詞彙造句之成效
書刊名：特殊教育研究學刊
作者：宣崇慧 引用關係／盧台華
作者(外文)：Hsuan, Chung-hui／Lu, Tai-hwa
出版日期：2010
卷期：35:3
頁次：頁103-129
主題關鍵詞：直接教學法；單一受試研究；跨行為多試探設計；識字困難；Character reading difficulty；Direct instruction；Multiple-probe across behaviors design；Single subject design
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(10) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:10
  • 共同引用共同引用:140
  • 點閱點閱:78
期刊論文
1.Mathes, P. G.、Denton, C. A.、Fletcher, J. M.、Anthony, J. L.、Francis, D. J.、Schatschneider, C.(2005)。The effects of theoretically different instruction and student characteristics on the skills of struggling readers。Reading Research Quarterly，40(2)，148-182。  new window
2.Ho, C. S.-H.、Chan, D. W.-O.、Lee, S.-H.、Tsang, S. M.、Laun, V. H.(2004)。Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia。Cognition，91(1)，43-75。  new window
3.秦麗花、許家吉(20000600)。形聲字教學對國小二年級一般學生和學障學生識字教學效果之研究。特殊教育研究學刊，18，191-206。new window  延伸查詢new window
4.Vellutino, F. R.、Scanlon, D. M.、Sipay, E. R.、Small, S. G.、Pratt, A.、Chen, R.、Denckla, M. B.(1996)。Cognitive Profiles of Difficult-to-remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability。Journal of Educational Psychology，88(4)，601-638。  new window
5.Bowers, P. G.、Wolf, M.(1993)。Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia。Reading and Writing: An Interdisciplinary Journal，5(1)，69-85。  new window
6.Siok, W. T.、Tan, L. H.、Niu, Z.、Jin, Z.、Perfetti, C. A.(2008)。A structural-functional basis for dyslexia in the cortex of Chinese readers。Proceedings of The National Academy of Sciences，105(14)，5561-5566。  new window
7.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
8.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
9.Stein, M.、Carnine, D.、Dixon, R.(1998)。Direct instruction: Integrating curriculum design and effective teaching practice。Intervention in School & Clinic，33(4)，227-234。  new window
10.Ho, C. S. H.、Chan, D. W. O.、Tsang, S. M.、Lee, S. H.(2002)。The Cognitive Profile and Multiple-deficit Hypothesis in Chinese Developmental Dyslexia。Developmental Psychology，38(4)，543-553。  new window
11.宣崇慧、盧台華(20060900)。聲韻覺識能力及口語詞彙知識與國小一至二年級學童字、詞閱讀發展之探究。特殊教育研究學刊，31，73-92。new window  延伸查詢new window
12.Chan, L.、Nunes, T.(1998)。Children’s understanding of the formal and functional characteristics of written Chinese。Applied Psycholinguistics，19，115-131。  new window
13.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
14.王瓊珠、洪儷瑜、陳秀芬(20070900)。低識字能力學生識字量發展之研究--馬太效應之可能表現。特殊教育研究學刊，32(3)，1-16。new window  延伸查詢new window
15.宣崇慧(20070900)。二年級學童讀字相關認知因素及提取發音訊息的習字表現之探究。特殊教育研究學刊，32(3)，17-37。new window  延伸查詢new window
16.Chan, C. K.、Siegel, L. S.(2001)。Phonological processing in reading Chinese among normally achieving and poor readers。Journal of Experimental Child Psychology，80，23-43。  new window
17.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
18.Shu, Hua、Chen, Xi、Anderson, Richard C.、Wu, Ningning、Xuan, Yue(2003)。Properties of school Chinese: Implications for learning to read。Child Development，74(1)，27-47。  new window
19.曾世杰、簡淑真、張媛婷、周蘭芳、連芸伶(20050300)。以早期唸名速度及聲韻覺識預測中文閱讀與認字：一個追蹤四年的相關研究。特殊教育研究學刊，28，123-143。new window  延伸查詢new window
20.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
21.傅淳鈴、黃秀霜(20000600)。小學國語低成就學生後設語言覺知實驗教學成效分析。中華心理學刊，42(1)，87-100。new window  延伸查詢new window
22.Anderson, R. C., Li, W., Ku, Y. M., Shu, H.,、Wu, N.(2003)。Use of partial information in learning to read Chinese characters。Journal of Educational Psychology，95(1)，52-57。  new window
23.Benner, G. J., Kinder, D., Beaudoin, K. M., Stein, M.,、Hirschmann, K.(2005)。The effects of the Corrective Reading Decoding program on the basic reading skills and social adjustment of students with high-incidence disabilities。Journal of Direct Instruction，5(1)，67-80。  new window
24.Bradford, S., Shippen, M. E., Alberto, P., Houchins, D. E.,、Flores, M.(2006)。Using systemic instruction to teach decoding skills to middle school students with moderate intellectual disabilities。Education & Trainingin Developmental Disabilities，4(4)，333-343。  new window
25.Carnine, D. W.(1977)。Phonics versus look-say: Transfer to new words。Reading Teachers，30，636-640。  new window
26.Gunn, B., Biglan, A., Smolkowski, K.,、Ary, D.(2000)。The efficacy of supplemental instructionin decoding skills for Hispanic and non-Hispanic students in early elementary school。The Journal of Special Education，34，90-103。  new window
27.He, Y., Wang, Q.,、Anderson, R. C.(2005)。Chinese children’s use of subcharacter information about pronunciation。Journal of Education Psychology，97(4)，572-579。  new window
28.Lingo, A. S., Slaton, D. B.,、Jolivette, K.(2006)。Effects of corrective reading on the reading abilities and classroom behaviors of middle school students with reading deficits and challenging behavior。Behavioral Disorder，31(3)，265-283。  new window
29.Lovett, M. W., Borden, S. L., DeLuca, T., Lacerenza,L., Benson, N. J.,、Brackstone, D.(1994)。Treating the core deficits of developmental dyslexia: evidence of transfer of learning after phonologically-and strategybased reading training programs。Developmental Psychology，30(6)，805-822。  new window
30.Martella, R. N., Martella, R. C., Kolts, R. L.,Mitchell, D.,、Mitchell, C.(2006)。Effectsof Three-Tire Model of intensifying instruction using a research-based core reading program in grades K-3。Journal of Direct Instruction，6(1)，49-72。  new window
31.Packard, J. L., Chen, X., Li, W., Wu, X., Gaffney, J. S., Li, H.,、Anderson, R. C.(2006)。Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters。Reading and Writing，19，457-487。  new window
32.Przychodzin-Havis, A. M., Marchand-Martella, N. E., Martella, R. C., Miller, D. A., Warner, L., Leonard, B.,、Chapman, S.(2005)。Ananalysis of “Corrective Reading” research。Journal of Direct Instruction，5(1)，37-65。  new window
33.Scarlato, M. C.,、Erin, A.(2004)。Effects of “Corrective Reading” in a residential treatment facility for adjudicated youth。Journal of Direct Instruction，4(2)，211-217。  new window
34.Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, E., Fulbright, R., Skudlarski, P., Constable, T., Marchione, K., Fletcher, J., Lyon,G. R.,、Gore, J. C.(2003)。Disruption of posterior brain systems for reading in children with development dyslexia。Biological Psychiatry，52，101-110。  new window
35.Spear-Swerling, L.、Sternberg, R. J.(1994)。The road not taken: an integrative theoretical model of reading disabilities。Journal of Learning Disabilities，27，97-103。  new window
36.Strong, A. C., Wehby, J. H., Falk, K. B.,、Lane, K. L.(2004)。The impact of a structured reading curriculum and repeated reading on the performance of junior high students with emotional and behavioral disorders。School Psychology Review，33(4)，561-581。  new window
37.Swanson, T. J., Hodson, B. W.,、Schommer-Atkins, M.(2005)。An examination of phonological awareness treatment outcomes for seventh-grade poor readers from a bilingual community。Language, Speech, and Hearing Services in Schools，36(4)，336-345。  new window
38.Thaler, V., Ebner, E. M., Wimmer, H.,、Landerl, K.(2004)。Training reading fluency in dysfluent readers with high reading accuracy: word specific effects but low transfer to untrained words。Annals of Dyslexia，54(1)，89-115。  new window
39.Wolf, M.、Bowers, P. G.(1999)。The Double-Deficit hypothesis for developmental dyslexia。Journal of Educational Psychology，91(3)，415-438。  new window
會議論文
1.盧台華(1998)。身心障礙學生課程教材之研究與應用。台北：國立臺灣師範大學特殊教育學系。185-190。  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)。  延伸查詢new window
2.洪儷瑜(2005)。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（II）。  延伸查詢new window
學位論文
1.Chen, Y. P.(1993)。Word recognition and readingin Chinese，England, UK。  new window
2.何珮菁(2006)。直接教學模式應用在國中資源班學生數學學習成效之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.邵淑華(1997)。「直接教學法」在國小數學資源班補救教學之成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
4.涂瑞臻(2006)。直接教學模式及自我監控策略對國小六年級數學低成就學生數學學習成效之探討(碩士論文)。國立臺北教育大學。  延伸查詢new window
5.郭紅伶(2001)。「相似字」與「非相似字」認字教學策略對國小低年級認字困難學生學習生字成效之影響(碩士論文)。臺北市立師範學院，臺北。  延伸查詢new window
6.黃芸(2003)。中文閱讀障礙研究--以國中小學生為例(碩士論文)。中原大學。  延伸查詢new window
7.詹秀雯(1997)。直接教學模式對國中身心障礙資源班學生英語科學習之成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
8.陳靜子(1996)。國語低成就學童之生字學習：部首歸類語聲旁歸類教學效果之比較(碩士論文)。國立彰化師範大學，彰化市。  延伸查詢new window
9.黃君宜(2006)。直接教學模式對國中聽覺障礙學生英語科學習之成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
10.林彥同(2001)。幼稚園至國小三年級學童各類唸名速度能力的發展及其與閱讀能力的相關(碩士論文)。國立高雄師範大學。  延伸查詢new window
11.邱明秀(2004)。中文部首分色識字教學法對國小識字困難學童教學成效之研究(碩士論文)。中原大學，桃園。  延伸查詢new window
12.廖凰伶(2000)。直接教學與全語教學對國中低閱讀能力學生閱讀理解表現之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
13.施彥亨(2001)。直接教學模式在國小智能障礙學生口腔衛生教學之應用成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
14.林燕玲(2000)。直接教學模式對青春期嚴重情緒障礙學生社會技巧教學成效之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
15.高佩蓉(2006)。直接教學模式與建構式教學法於數學困難學生二位數進位加法、退位減法教學成效之比較。  延伸查詢new window
16.黃道賢(2003)。增進識字困難學生識字學習之探討。  延伸查詢new window
17.陳怡伶(2004)。閱讀障礙學生的聲韻覺識、唸名速度和視覺技巧與識字的關係。  延伸查詢new window
18.陳秋燕(2003)。國民中學國語文直接教學課程之發展。  延伸查詢new window
19.薛淑芬(2003)。直接教學模式對國小啟智班智能障礙學生英語科學習之成效研究。  延伸查詢new window
20.Chan, L.(1990)。Preschool children's understanding of Chinese writing，England。  new window
21.Chan, L.(1996)。Children learn to read and write Chinese analytically，England。  new window
圖書
1.黃秀霜(2001)。中文年級識字測驗。臺北：心理出版社。  延伸查詢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.Vellutino, F. R.(1979)。Dyslexia: Research and theory。Cambridge, MA：MIT Press。  new window
4.陸莉、劉鴻香(1994)。畢保德圖畫詞彙測驗。臺北：心理出版社。  延伸查詢new window
5.McBride-Chang, C.(2004)。Children's literacy development。London, UK：London, England：Edward Arnold：Oxford Press。  new window
6.錡寶香(2006)。兒童語言障礙--理論、評量與教學。臺北市：心理出版社。  延伸查詢new window
7.許天威(2003)。個案實驗研究法。台北：五南。  延伸查詢new window
8.林素貞(2005)。國小低年級讀寫障礙學生教室內學習行為問題解決模式。突破學習困難：評量與因應之探討。臺北。  延伸查詢new window
9.俞筱鈞(1993)。瑞文氏彩色圖形推理測驗。臺北：中國行為科學社。  延伸查詢new window
10.曾世杰(1999)。聲調覺識測驗。臺北。  延伸查詢new window
11.Carnine, D. W., Silbert, J.,、Kameenui, E. J.(1997)。Direct instruction reading (3rd ed.)。Upper Saddle River, NJ。  new window
12.Clark, D. B.,、Uhry, J. K.(1995)。Dyslexia (2nd ed.)。Baltimore, MD。  new window
13.Hsuan, C. -H.(2006)。How Chinese children use phonological information learning to read Chinese characters。the International conference on multicultural learning and media literacy in the modern world。Hameenlinna, Finland。  new window
14.Jackson, N. E.,、Coltheart, M.(2001)。Routes to reading success and failure-toward an integrated cognitive psychology of a typical reading。New York。  new window
15.Snowling, M. J.(2000)。Dyslexia。Oxford：Balckwell。  new window
16.Togesen, J. K., Myers, K., Schirm, A., Stuart, E.,Vartivarian, S., Mansfield, W., Stancavage, F.,Durno, D., Javorsky, R.,、Hann, C.(2006)。National assessment of title I: interim report. Volume II: closing the reading gap: first year findings from a randomized trial of four reading interventions for striving readers。U.S. Department of Education。  new window
17.Tsai, K. -C.,、Nunes, T.(2003)。The role of character schema in learning novel Chinese characters。Reading development in Chinese children。London, England。  new window
圖書論文
1.Ho, C. S. H.、Yau, P. W. Y.、Au, A.(2003)。Development of Orthographic Knowledge and Its Relationship with Reading and Spelling among Chinese Kindergarten and Primary School Children。Reading Development in Chinese Children。London：Praeger。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：819（臺灣：797，外國：22） ／ 本年度總使用人次：1780212 ／ 訪客人次（自102年09月）：67598228
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上