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題名：國小二年級不同補救教學方案之實施與成效之比較：攜手計畫與永齡希望小學
書刊名：當代教育研究季刊
作者：陳淑麗 引用關係／曾世杰 引用關係／張毓仁
作者(外文)：Chen, Shu-li／Tzeng, Shih-jay／Chang, Yu-jen
出版日期：2015
卷期：23:2
頁次：頁35-74
主題關鍵詞：攜手計畫；永齡希望小學；補救教學；弱勢低成就學生；After school alternative program；ASAP；Yonglin School of Hope；Remedial instruction；Disadvantaged low-achievers
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  • 被引用次數被引用次數:期刊(15) 博士論文(1) 專書(0) 專書論文(0)
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教育部的攜手計畫與永齡教育基金會的永齡希望小學，分別是公私立機構相當具有代表性的課後補救方案。本研究旨在比較這兩種方案在國小二年級國語文補救教學的執行和成效差異。主要發現有三：一、兩方案的執行方式不同，永齡方案從個案的篩選與管理、補救教材、師資的培訓與督導到成效評估，已建立完整的架構，各校執行方式一致；攜手方案補救教學執行方式差異性較大，由教師自主，大多數教師採用學校教科書為補救教材，在職教師仍看重作業指導；二、永齡組的補救成效明顯比攜手組較佳，但成效主要在識字和聽寫層次，閱讀理解的差異則不顯著；三、經過一年補救教學，在幫助學生脫離讀寫困難以及讓學生回到同儕水準行列上，永齡組的進展都比攜手組好。
Issues related to remedial instruction to underachievers have concerned educators, researchers, and policy makers in Taiwan in recent years. The ＂After School Alternative Program (ASAP)＂ of Ministry of Education (MOE) and ＂Yonglin School of Hope＂ of Yonglin Education Foundation are the representative remedial programs by the public sector (government agents) and private sector (non-profit charity foundation), respectively. The objective of this study is to compare the implementation and effects of these 2 remedial programs. The participants are second graders of the primary schools. Major findings are: (1) the implementation frameworks of the 2 remedial instruction programs are different. From the screening and management of cases, the provision of the remedial material, the training and supervision of the remedial teachers, as well as the assessment of the effects, Yonglin program has built a complete framework and maintained a consistent execution. ASAP has more variation in the implementation because the teachers are free to make their own instructional decisions. Most teachers adopt the materials used in the regular classes as the remedial teaching materials. In- service teachers still emphasize on the homework completion. (2) Yonglin program shows better reading progress than ASAP. The major significant differences between programs are in word recognition and dictation scores; the difference in reading comprehension is not significant. (3) After one year of remedial instruction, the progress of the students in Yonglin program is more significant than that of ASAP in both helping students mitigate difficulties in reading and writing, and match the level of performance of their peers.
期刊論文
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2.Fuchs, D.、Compton, D. L.、Fuchs, L. S.、Bryant, J.、Davis, G. N.(2008)。Making "secondary intervention" work in a three-tier responsiveness- to-intervention model: Findings from the first-grade longitudinal reading study of the national research center on learning disabilities。Reading and Writing: An Interdisciplinary Journal，21(4)，413-436。  new window
3.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
4.Arndt, E. J.、Foorman, B. R.(2010)。Second graders as spellers: What types of errors are they making?。Assessment for Effective Intervention，36(1)，57-67。  new window
5.朱家儀、黃秀霜、陳惠萍(20130100)。「攜手計畫課後扶助方案」補救教學方法之探究。課程與教學，16(1)，93-114。new window  延伸查詢new window
6.湯維玲、蔡佩娟(20130100)。一位國小校長推動攜手計畫補救教學之行動研究。課程與教學，16(1)，69-92。new window  延伸查詢new window
7.陳淑麗、曾世杰、蔣汝梅(2012)。反敗為勝方案介入成效之研究--不同介入長度的比較。特殊教育研究學刊，37(3)，1-33。  延伸查詢new window
8.曾世杰、陳淑麗、蔣汝梅(20131100)。提升教育優先區國民小學一年級學生的讀寫能力--多層級教學介入模式之探究。特殊教育研究學刊，38(3)，55-80。new window  延伸查詢new window
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11.洪儷瑜、黃冠穎(20060900)。兩種取向的部件識字教學法對國小低年級語文低成就學生之成效比較。特殊教育研究學刊，31，43-71。new window  延伸查詢new window
12.張奕華、許正妹(20100800)。非營利組織與學校策略合作及其學習成效--以永齡希望小學為例。中國行政，82，51-80。  延伸查詢new window
13.陳淑麗(20080700)。二年級國語文補救教學研究--一個長時密集的介入方案。特殊教育研究學刊，33(2)，25-46。new window  延伸查詢new window
14.曾世杰、簡淑真(20061200)。全語法爭議的文獻回顧：兼論其對弱勢學生之影響。臺東大學教育學報，17(2)，1-31。new window  延伸查詢new window
15.蘇宜芬、簡邦宗、楊政育、陳學志(20080600)。認字補救學習系統之建立與效果評估研究。教育心理學報，39(4)，589-601。new window  延伸查詢new window
16.Chen S.-L.、Tzeng S.-J.、Chu S.-Y.(2015)。Evaluating effectiveness of two types of Chinese remedial materials for low-achieving and disadvantaged second-graders。The Asia-Pacific Education Researcher，24(1)，111-123。  new window
17.Juel, C.、Minden-Cupp, C.(2000)。Learning to read words: Linguistic units and instructional strategies。Reading Research Quarterly，35(4)，458-492。  new window
18.Marks, G. N.(2005)。Cross-national differences and accounting for social class inequalities in education。International Sociology，20(4)，483-505。  new window
19.Reutzel, D. R.、Oda, L. K.、Moore, B. H.(1989)。Developing print awareness: The effects of three instructional approaches on kindergarteners' print awareness, reading readiness, and word reading。Journal of Reading Behavior，21(3)，197-217。  new window
20.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
21.Gaskins, I. W.、Ehri, L. C.、Cress, C.、O'Hara, C.、Donnelly, K.(1997)。Analyzing words and making discoveries about the alphabetic system: Activities for beginning readers。Language Arts，74(3)，172-184。  new window
22.Jeynes, W. H.,、Littell, S. W.(2000)。A meta-analysis of studies examining the effect of whole language instruction on the literacy of low-SES students。Elementary School Journal，101(1)，21-33。  new window
23.Pikulski, J. J.(1994)。Preventing reading failure: A review of five effective programs。The Reading Teacher，48(1)，30-39。  new window
24.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
25.Stahl, S. A.、Miller, P. D.(1989)。Whole language and language experience approaches for beginning reading: A quantitative research synthesis。Review of Educational Research，59(1)，87-116。  new window
26.Vellutino, F. R.、Fletcher, J. M.、Snowling, M. J.、Scanlon, D. M.(2004)。Specific reading disability (dyslexia): What have we learned in the past four decades?。Journal of Child Psychology and Psychiatry，45(1)，2-40。  new window
27.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 special reading disability。Journal of Educational Psychology，88(4)，601-638。  new window
28.Hedges, L. V.、Nowell, A.(1995)。Sex differences in mental test scores, variability, and numbers of high-scoring individuals。Science，269(5220)，41-45。  new window
29.李孟峰、連廷嘉(20100600)。「攜手計畫--課後扶助方案」實施歷程與成效之研究。教育實踐與研究，23(1)，115-143。new window  延伸查詢new window
30.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
31.Torgesen, J. K.(2000)。Individual differences in response to early interventions in reading: The lingering problem of treatment resisters。Learning Disabilities Research & Practice，15(1)，55-64。  new window
32.曾世杰、陳淑麗(20070900)。注音補救教學對一年級低成就學童的教學成效實驗研究。教育與心理研究，30(3)，53-77。new window  延伸查詢new window
33.柯華葳(19990700)。閱讀理解困難篩選測驗。測驗年刊，46(2)，1-11。new window  延伸查詢new window
34.宣崇慧、盧台華(20101100)。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。特殊教育研究學刊，35(3)，103-129。new window  延伸查詢new window
35.黃毅志(20031200)。「臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。教育研究集刊，49(4)，1-31。new window  延伸查詢new window
36.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
37.陳淑麗(20080600)。國小弱勢學生課業輔導現況調查之研究。臺東大學教育學報，19(1)，1-32。  延伸查詢new window
38.Langer, J. A.(2001)。Beating the odds: Teaching middle and high school students to read and write well。American Educational Research Journal，38(4)，837-880。  new window
會議論文
1.李珮瑜、洪儷瑜(201410)。學校行政執行層級與國中國語文補教教學成效之關係。2014全球教育論壇：教育革新與學生學習國際學術研討會。國家教育研究院。  延伸查詢new window
學位論文
1.洪麗雯(2007)。「攜手計畫--課後扶助」實施成效評估研究--以J 校國語科為例(碩士論文)。雲林科技大學，雲林縣。  延伸查詢new window
2.宋美瑤(2009)。苗栗縣「攜手計畫課後扶助」政策執行成效評估之研究--以回應性評估觀點(碩士論文)。國立新竹教育大學，新竹市。  延伸查詢new window
3.黃淑容(2009)。國小攜手計畫實施成效之研究(碩士論文)。國立臺東大學，臺東縣。  延伸查詢new window
4.余文玲(2009)。運用平衡閱讀教學於符合教育部課後扶助攜手計畫之國小學童英語補救教學行動研究(碩士論文)。國立屏東教育大學，屏東縣。  延伸查詢new window
5.王尤秋(2009)。攜手計畫課後扶助政策實施成效之研究--教育機會均等的觀點(碩士論文)。國立臺北教育大學，臺北。  延伸查詢new window
6.吳苓瑜(2008)。教育部「攜手計畫－課後扶助」執行現況與成效之研究--以苗栗縣天恩國小為例(碩士論文)。國立新竹教育大學，新竹市。  延伸查詢new window
7.張嘉寧(2007)。國民中學實施「攜手計畫-課後扶助」方案成效之研究(碩士論文)。國立嘉義大學，嘉義縣。  延伸查詢new window
8.莊瓊姝(2013)。教育部《攜手計畫--課後扶助方案》實施現況與執行成果之研究--以台中市Y國小為例(碩士論文)。南華大學，嘉義縣。  延伸查詢new window
9.蔡佩津(2013)。永齡希望小學二年級國語文補救教學實施成效之研究(碩士論文)。國立臺東大學，臺東縣。  延伸查詢new window
圖書
1.OECD(2010)。PISA 2009 results: Overcoming social background: Equity in learning opportunities and outcomes。Paris：OECD Publishing。  new window
2.洪儷瑜、王瓊珠、張郁雯、陳秀芬(2006)。識字量評估測驗(國字測驗)。臺北市：國立臺灣師範大學。  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.Dynarski, M.、James-Burdumy, S.、Moore, M.、Rosenberg, L.、Deke, J.、Mansfield, W.(2004)。When schools stay open late: The national evaluation of the 21st century community learning centers program: New findings。Washington, DC：U. S. Government Printing Office。  new window
5.Hall, N.、Larson, J.、Marsh, J.(2003)。Handbook of early childhood literacy。London, UK：Sage。  new window
6.Vandell, D. L.、Reisner, E. R.、Brown, B. B.、Dadisman, K.、Pierce, K. M.、Lee, D.、Pechman, E. M.(2005)。The study of promising after-school programs: Examination of intermediate outcomes in year 2。Madison, WI：University of Wisconsin-Madison, Wisconsin Center for Education Research。  new window
7.Vandell, D. L.、Reisner, E. R.、Brown, B. B.、Pierce, K. M.、Dadisman, K.、Pechman, E. M.(2004)。The study of promising after-school programs: Descriptive report of the promising programs。Madison, WI：University of Wisconsin-Madison, Wisconsin Center for Education Research。  new window
8.Vandell, D. L.、Reisner, E. R.、Pierce, K. M.、Brown, B. B.、Lee, D.、Bolt, D.、Pechman, E. M.(2006)。The study of promising after-school programs: Examination of longer term outcomes after two years of program experiences。Madison, WI：University of Wisconsin-Madison, Wisconsin Center for Education Research。  new window
9.臺灣PISA國家研究中心(2011)。臺灣PISA 2009結果報告。臺北市：心理出版社。  延伸查詢new window
10.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
11.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
12.陳淑麗(20090000)。弱勢學童讀寫希望工程：課輔現場的瞭解與改造。臺北：心理。new window  延伸查詢new window
13.Blaunstein, P.、Lyon, R.(2006)。Why kids can't read: Challenging the status quo in education。Boston, MA：Rowan & Littlefield。  new window
14.黃秀霜(1999)。中文年級識字量表。臺北市：教育部。  延伸查詢new window
其他
1.教育部(2012)。教育施政理念與政策，http://www.edu.tw/secretary/content.aspx?site_content_sn=25093。  延伸查詢new window
2.教育部(2012)。教育有愛、學習無礙--公告｢國語文補救教學教材｣，http://priori.moe.gov.tw/modules/bulletin/index.php?page=article&storyid=355， 。  延伸查詢new window
3.許秩維(2011)。年度教育新聞12年國教居首，http://www2.cna.com.tw/Topic/Popular/2633-1/201112290014.aspx。  延伸查詢new window
4.陳智華(20131121)。開課到國三，補救教學將增500班，http://mag.udn.com/mag/edu/storypage.jsp?f_ART_ID=486594。  延伸查詢new window
5.楊惠芳(20110926)。施行補救教師至少研習8小時。  延伸查詢new window
6.Chudowsky, N.，Chudowsky, V.，Kober, N.(2009)。State test score trends through 2007-08, part 3: Are achievement gaps closing and is achievement rising for all?，http://http://www.cep-dc.org/publications/index.cfm?selectedYear=2009， 2013/06/11。  new window
7.James-Burdumy, S.，Dynarski, M.，Moore, M.，Deke, J.，Mansfield, W.，Pistorino, C.(2005)。When schools stay open late: The national evaluation of the 21st century community learning centers program: Final report，http://www.ed.gov/ies/ncee。  new window
圖書論文
1.Tunmer, W.、Chapman, J.、Prochnow, J.(2003)。Preventing negative Matthew effects in at-risk readers: A retrospective study。Preventing and remediating reading difficulties: Bring science to scale。Parkton, MD：York Press。  new window
2.Strickland, D. S.(2003)。Early intervention for African American children considered to be at risk。Handbook of early literacy research。New York：Guilford。  new window
3.Liberman, I. Y.、Shankweiler, D.、Liberman, A. M.(1989)。The alphabetic principle and learning to read。Phonology and reading disability: Solving the reading puzzle。Ann Arbor, MI：The University of Michigan Press。  new window
 
 
 
 
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