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題名：課程本位閱讀測量之研究現況與發展趨勢
書刊名：師資培育與教師專業發展期刊
作者：吳玉珍 引用關係／劉佩雲 引用關係
作者(外文)：Wu, Yuh-jen／Liu, Pei-yun
出版日期：2014
卷期：7:2
頁次：頁149-174
主題關鍵詞：課程本位測量；閱讀；口語朗讀流暢度；Curriculum-based measurement；Reading；Oral reading fluency
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(2) 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:2
  • 共同引用共同引用:232
  • 點閱點閱:133
課程本位測量是監控學生學習成長及評估教學效果的方法，能適時協助教師調整教學策略，進而提升學生學習成效，為瞭解課程本位測量在閱讀領域的研究現況與發展趨勢，特以國語文與英語文閱讀為範疇，進行課程本位測量理論與實務應用的探究。主要研究目的有四，其一，瞭解課程本位測量之意義、內容與特色；其二，暸解課程本位閱讀測量之研究現況及研究工具發展的情形；其三，瞭解國語文及英語文課程本位閱讀測量的相關研究；其四，針對課程本位閱讀測量未來研究方向及實務應用，提出若干建議。
Curriculum-based measurement (CBM) is a method to monitor student progress and evaluate the effects of instructional programs. CBM has been an important and welldeveloped measure used in reading. This literature review summaries research findings of CBM in Chinese and English reading studies in Taiwan. The content and characteristics of CBM, the current status of CBM reading research, and the technical adequacy of this measure are introduced. Some suggestions for future research and practical applications for CBM in both Chinese and English reading instruction are discussed.
期刊論文
1.林素貞(20041200)。國小一年級國語文課程本位測量不同版本朗讀測驗之比較研究。特殊教育學報，20，1-24。new window  延伸查詢new window
2.張毓仁、吳明隆、胡芝妮(20111000)。國小四、五和六年級學童國語文課程本位朗讀流暢能力之比較。教育研究，210，49-61。new window  延伸查詢new window
3.Wayman, M. M.、Wallace, T.、Wiley, H. I.、Tichá, R.、Espin, C. A.(2007)。Literature synthesis on curriculum-based measurement in reading。The Journal of Special Education，41(2)，85-120。  new window
4.Christ, T. J.、Silberglitt, B.、Yeo, S.、Cormier, D.(2010)。Curriculum-based measurement of oral reading: An evaluation of growth rates and seasonal effects among students served in general and special education。School Psychology Review，39(3)，447-462。  new window
5.Hasbrouck, J.、Tindal, G. A.(2006)。Oral reading fluency norms: A valuable assessment tool for reading teachers。The Reading Teacher，59(7)，636-644。  new window
6.陳昭珍、李央晴、曾品方(20100200)。發展適用於我國兒童之閱讀知能指標與評量之研究。研考雙月刊，34(1)=275，48-61。  延伸查詢new window
7.Hasbrouck, J. E.、Tindal, G.(1992)。Curriculum-based oral reading fluency norms for students in grades 2 through 5。Teaching Exceptional Children，24(3)，41-44。  new window
8.陳麗君(19941200)。課程本位評量之初探。特教園丁，10(2)，20-21。  延伸查詢new window
9.陳惠琴、楊憲明(20080100)。國小學童文本朗讀速度之分析研究。特殊教育與復健學報，18，1-30。new window  延伸查詢new window
10.邢敏華(19950300)。評介課程本位測量在特殊教育上的應用。特殊教育季刊，54，1-6。new window  延伸查詢new window
11.林素貞(20050300)。國民小學低年級國語文課程本位測量之編製報告。特殊教育研究學刊，28，75-95。new window  延伸查詢new window
12.崔夢萍(20040300)。應用網路課程本位測量系統於學障兒童學習之研究。臺北市立師範學院學報. 教育類，35(1)，43-74。new window  延伸查詢new window
13.Ardoin, S. P.、Christ, T. J.、Morena, L. S.、Cormier, D. C.、Klingbeil, D. A.(2013)。A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules。Journal of School Psychology，51(1)，1-18。  new window
14.Ardoin, S. P.、Witt, J. C.、Suldo, S. M.、Connell, J. E.、Koenig, J. L.、Resetar, J. L.、Williams, K. L.(2004)。Examining the incremental benefits of administering a maze and three versus one curriculum-based measurement reading probes when conducting universal screening。School Psychology Review，33(2)，218-233。  new window
15.Blachowicz, C. L. Z.、Sullivan, D. M.、Cieply, C.(2001)。Fluency snapshots: A quick screening tool for your classroom。Reading Psychology，22(2)，95-109。  new window
16.Breznitz, Z.(1997)。Reading rate acceleration: Developmental aspects。The Journal of Genetic Psychology，158(4)，427-441。  new window
17.Daly, E. J. III、Wright, J. A.、Kelly, S. Q.、Martens, B. K.(1997)。Measures of early academic skills: reliability and validity with a first grade sample。School Psychology Quarterly，12(3)，268-280。  new window
18.Deno, S. L.(1986)。Formative evaluation of individual student programs: A new role for school psychologist。School Psychology Review，15(3)，358-374。  new window
19.Förster, N.、Souvignier, E.(2011)。Curriculum-based measurement: Developing a computer-based assessment instrument for monitoring student reading progress on multiple indicators。Learning Disabilities: A Contemporary Journal，9(2)，21-44。  new window
20.Fuchs, L. S.(2004)。The past, present, and future of curriculum-based measurement research。School Psychology Review，33(2)，188-192。  new window
21.Fuchs, Lynn S.、Deno, Stanley L.(1991)。Effects of curriculum within curriculum-based measurement。Exceptional Children，58(3)，232-243。  new window
22.Fuchs, L. S.、Deno, S. L.、Mirkin, P. K.(1984)。The effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning。American Educational Research Journal，21(2)，449-460。  new window
23.Fuchs, L. S.、Fuchs, D.(1994)。Classwide curriculum-based measurement: Helping general educators meet the challenge of student diversity。Exceptional Children，60(6)，518-537。  new window
24.Fuchs, L. S.、Fuchs, D.、Compton, D. L.(2004)。Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency。Exceptional Children，71(1)，7-21。  new window
25.Fuchs, L. S.、Fuchs, D.、Hamlett, C. L.(1994)。Strengthening the connection between assessment and instructional planning with expert systems。Exceptional Children，61(2)，138-146。  new window
26.Fuchs, L. S.、Fuchs, D.、Hamlett, C. L.、Allinder, R. M.(1991)。The contribution of skills analysis to curriculum-based measurement in spelling。Exceptional Children，57(5)，443-452。  new window
27.Fuchs, Lynn S.、Fuchs, Douglas、Hamlett, Carol L.、Ferguson, Carl(1992)。Effects of expert system consultation within curriculum based measurement, using a reading maze task。Exceptional Children，58(5)，436-450。  new window
28.Fuchs, L. S.、Fuchs, D.、Hamlett, C. L.、Phillips, N. B.、Bentz, J.(1994)。Classwide curriculum-based measurement: Helping general educators meet the challenge of student diversity。Exceptional Children，60(6)，518-537。  new window
29.Gickling, E. E.、Thompson, V. P.(1985)。A personal view of curriculum-based assessment。Exceptional Children，52(3)，205-218。  new window
30.Grabe, W.(2010)。Fluency in reading: Thirtyfive years later。Reading in a Foreign Language，22(1)，71-83。  new window
31.Guthrie, J. T.(1973)。Reading comprehension and syntactic responses in good and poor readers。Journal of Educational Psychology，65(3)，294-299。  new window
32.Hintze, J. M.、Shapiro, E. S.、Conte, K. L.、Basile, I. M.(1997)。Oral reading fluency and authentic reading material: Criterion validity of the technical features of CBM survey-level assessment。School Psychology Review，26(4)，535-553。  new window
33.Hosp, M. K.、Fuchs, L. S.(2005)。Using CBM as an indicator of decoding, word reading, and comprehension: Do the relations change with grade?。School Psychology Review，34(1)，9-26。  new window
34.Jenkins, J. R.、Pany, D.(1978)。Standardized achievement tests: How useful for special education?。Exceptional Children，44(6)，448-453。  new window
35.Nese, J. F. T.、Park, B. J.、Alonzo, J.、Tindal, G.(2011)。Applied curriculum-based measurement as a predictor of highstakes assessment: Implications for researchers and teachers。The Elementary School Journal，111(4)，608-624。  new window
36.Reschly, A. L.、Busch, T. W.、Betts, J.、Deno, S. L.、Long, J. D.(2009)。Curriculumbased measurement oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence。Journal of School Psychology，47(6)，427-469。  new window
37.Stahl, S. A.、Kuhn, M. R.(2002)。Making it sound like language: Developing fluency。The Reading Teacher，55(6)，582-584。  new window
38.Stecker, P. M.、Fuchs, L. S.、Fuchs, D.(2005)。Using curriculum-based measurement to improve student achievement: Review of research。Psychology in the Schools，42(8)，795-819。  new window
39.Tsuei, M. -P.(2008)。A web-based curriculumbased measurement system for classwide ongoing assessment。Journal of Computer Assisted Learning，24(1)，47-60。  new window
40.葉靖雲(19940600)。課程本位中、英文閱讀與英文書寫表達測驗之效度研究。特殊教育學報，9，257-287。new window  延伸查詢new window
41.Deno, Stanley L.(2003)。Developments in curriculum-based measurement。Journal of Special Education，37(3)，184-192。  new window
42.Fuchs, L. S.、Fuchs, D.(1992)。Identifying a measure for monitoring student reading progress。School Psychology Review，21(1)，45-58。  new window
43.Fuchs, L. S.、Fuchs, D.、Hamlett, C. L.、Stecker, P. M.(1991)。Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations。American Educational Research Journal，28(3)，617-641。  new window
44.Kuhn, M. R.、Stahl, S. A.(2003)。Fluency: A review of developmental and remedial practices。Journal of Educational Psychology，95(1)，3-21。  new window
45.Deno, S. L.、Fuchs, L. S.(1987)。Developing curriculum-based measurement systems for data-based special education problem solving。Focus on Exceptional Children，19(8)，1-6。  new window
46.Jenkins, J. R.、Jewell, M.(1993)。Examining the validity of two measures for formative teaching: Reading aloud and maze。Exceptional Children，59(5)，421-432。  new window
47.王梅軒、黃瑞珍(20050900)。國小課程本位閱讀測量方法之信度與效度研究。特殊教育研究學刊，29，73-94。new window  延伸查詢new window
48.Deno, S. L.、Mirkin, P. K.、Chiang, B.(1982)。Identifying valid measures of reading。Exceptional Children，49，36-45。  new window
49.Deno, S. L.(1992)。The Nature and Development of Curriculum-Based Measurement。Preventing School Failure，36(2)，5-10。  new window
50.Samuels, S. Jay(1979)。The method of repeated readings。The Reading Teacher，32(4)，403-408。  new window
51.Fuchs, L. S.、Deno, S. L.(1994)。Must instructionally useful performance assessment be based in the curriculum?。Exceptional Children，61(1)，15-24。  new window
52.張武昌(20060400)。臺灣的英語教育：現況與省思。教育資料與研究，69，129-144。new window  延伸查詢new window
53.蘇清守(19860900)。課程本位評估及其在特殊教育上的應用。特殊教育季刊，20，12-16。new window  延伸查詢new window
54.Deno, S. L.(1985)。Curriculum-based measurement: The emerging alternatives。Exceptional Children，52(3)，219-232。  new window
55.LaBerge, David、Samuels, S. Jay(1974)。Toward a theory of automatic information processing in reading。Cognitive Psychology，6(2)，293-323。  new window
56.王瓊珠、洪儷瑜、張郁雯、陳秀芬(20080600)。一到九年級學生國字識字量發展。教育心理學報，39(4)，555-568。new window  延伸查詢new window
57.葉靖雲(19930600)。The Validity of Curriculum-Based Reading Measures。特殊教育學報，8，273-323。new window  延伸查詢new window
58.葉靖雲(19980600)。課程本位閱讀測驗的效度研究。特殊教育與復健學報，6，239-260。new window  延伸查詢new window
59.張新仁(20010600)。實施補救教學之課程與教學設計。教育學刊，17，85-106。new window  延伸查詢new window
研究報告
1.張郁雯(2010)。朗讀流暢性課程本位測量系統之發展研究--等値文本、資料管理系統及信度、效度之探究 (計畫編號：NSC99-2410-H152-011-MY3)。  延伸查詢new window
2.陸莉、譚寧君、崔夢萍、朱慧娟(2000)。課程本位評量對學習障礙兒童數學教學之研究 (計畫編號：NSC88-2614-S-152-001)。  延伸查詢new window
3.葉靖雲(2005)。課程本位閱讀測量的效度再探 (計畫編號：NSC92-2413-H018-009)。  延伸查詢new window
學位論文
1.李欣怡(2011)。國小一年級學童閱讀流暢表現之相關研究(碩士論文)。國立屏東教育大學，臺東縣。  延伸查詢new window
2.林郁雯(2011)。字母拼讀教學法及重複閱讀對臺灣國小五年級學童閱讀流暢度之影響(碩士論文)。國立彰化師範大學，彰化縣。  延伸查詢new window
3.胡芝妮(2007)。跨版本課程本位朗讀流暢性測驗之信效度研究(碩士論文)。國立臺東大學，臺東縣。  延伸查詢new window
4.許燕妮(2011)。國小二年級學童閱讀流暢表現之相關研究(碩士論文)。國立屏東教育大學，臺東縣。  延伸查詢new window
5.陳宜欣(2011)。讀者劇場對九年級低成就學生英語朗讀流暢度及閱讀動機影響之研究(碩士論文)。國立中正大學。  延伸查詢new window
6.黃淑怡(2011)。國小三年級學童閱讀流暢表現之相關研究(碩士論文)。國立屏東教育大學，臺東縣。  延伸查詢new window
7.廖淑敏(2011)。廣泛閱讀與重複閱讀對國小六年級學童英語閱讀速度之影響(碩士論文)。臺北市立教育大學，臺北市。  延伸查詢new window
8.劉冠立(2013)。讀者劇場對國小學童口讀英語流暢度之影響(碩士論文)。臺北市立教育大學，臺北市。  延伸查詢new window
9.黃世杏(2006)。讀者劇場對國小學生口語流暢度及學習動機之研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
10.楊岳龍(2006)。英文朗讀流暢度之研究：讀者劇場在國小的運用(碩士論文)。國立中正大學，嘉義縣。  延伸查詢new window
圖書
1.柯華葳(2010)。中文閱讀障礙。臺北市：心理。  延伸查詢new window
2.Morris, D.(2008)。Diagnosis and correction of reading problems。New York, NY：The Guilford Press。  new window
3.Pinnell, G. S.、Pikulski, J. J.、Wixson, K. K.、Campbell, J. R.、Gough, P. B.、Betty, A. S.(1995)。Listening to children read aloud: Oral fluency: Data from NAEP's integrated reading performance record (IRPR) at grade 4。Washington, DC：Office of Educational Research and Improvement, U. S. Department of Education。  new window
4.Reutzel, D. R.、Cooter, R. B.(2003)。Strategies for reading assessment and instruction: Helping every child succeed。Upper Saddle River, NJ：Merrill Prentice Hall。  new window
5.Shinn, M. R.(1998)。Advanced applications of curriculum-based measurement。New York, NY：Guilford Press。  new window
6.Shinn, M. R.(1989)。Curriculum-based measurement: Accessing special children。New York, NY：The Guilford Press。  new window
7.Tindal, G.、Marston, D.、Deno, S. L.(1983)。The reliability of direct and repeated measurement (Research Rep. 109)。Minneapolis, MN：University of Minnesota Institute for Research on Learning Disabilities。  new window
8.National Institute of Child Health and Human Development(2000)。National Reading Panel: teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: reports of the subgroups。U.S. Government Printing Office。  new window
9.Rasinski, T. V.(2003)。The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension。New York, NY：Schloastic。  new window
10.Chall, J. S.(1983)。Stages of reading development。McGraw-Hill。  new window
其他
1.教育部(2008)。國民中小學九年一貫課程綱要語文學習領域（英語），http://140.111.34.54/EJE/content.aspx?site_content_sn=15326， 。  延伸查詢new window
2.張世彗(2012)。課程本位評量理論與實務，http://www.tmue.edu.tw/~speccen/books/117.pdf。  延伸查詢new window
3.National Assessment of Educational Progress(2005)。The Nation's report card: Fourth-grade students reading aloud: NAEP 2002 special study of oral reading，http://nces.ed.gov/nationsreportcard/studies/ors/。  new window
圖書論文
1.陳淑麗、洪儷瑜(2010)。有效的閱讀補救教學。突破閱讀困難--理念與實務。臺北市：心理出版社。  延伸查詢new window
2.王瓊珠(2010)。課程本位閱讀測量。中文閱讀障礙。臺北市：心理。new window  延伸查詢new window
3.Good, R. H.、Jefferson, G.(1998)。Contemporary perspectives on Curriculum-Based Measurement validity。Advanced applications of Curriculum-Based Measurement。New York, NY：Guilford。  new window
4.Marston, D. B.(1989)。A curriculum-based measurement approach to assessing academic performance: What is it and why do it。Curriculum-based measurement: Accessing special children。New York, NY：The Guilford Press。  new window
5.柯華葳(1993)。語文科的閱讀教學。學習輔導：學習心理學的應用。臺北市：心理出版社。  延伸查詢new window
6.杜正治(1993)。補救教學的實施。學習輔導：學習心理學的應用。臺北市：心理。  延伸查詢new window
 
 
 
 
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