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題名：學前識字困難高危險群幼兒之鑑別：學前教師評定搭配認知測驗兩階段篩選機制區辨效能之檢驗
書刊名：特殊教育研究學刊
作者：宣崇慧 引用關係／蔡建鈞
作者(外文)：Hsuan, Chung-hui／Tsai, Henry J.
出版日期：2016
卷期：41:2
頁次：頁27-55
主題關鍵詞：教師評定；認知評量；篩選機制；識字困難；Difficulty in word recognition；Identification procedure；Teacher rating；Cognitive assessment
原始連結：連回原系統網址new window
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期刊論文
1.Wong, S. W. L.、McBride-Chang, C.、Lam, C.、Chan, B.、Lam, F. W. F.、Doo, S.(2012)。The joint effects of risk status, gender, early literacy and cognitive skills on the presence of dyslexia among a group of high-risk Chinese children。Dyslexia，18(1)，40-57。  new window
2.宣崇慧、蘇政輝、陳必卿、余孟儒、王涵、張文真、邱郁芬(20120300)。學前聲韻處理、快速唸名與視覺記憶能力預測小一學童識字困難效能之檢測。特殊教育研究學刊，37(1)，53-78。new window  延伸查詢new window
3.McBride-Chang, C.、Lam, F.、Lam, C.、Chan, B.、Fong, C. Y. C.、Wong, T. T. Y.、Wong, S. W. L.(2011)。Early predictors of dyslexia in Chinese children: Family history of dyslexia, language delay, and cognitive profiles。Journal of Child Psychology and Psychiatry，52(2)，204-211。  new window
4.O'Connor, R. E.、Jenkins, J. R.(1999)。Prediction of reading disabilities in kindergarten and first grade。Scientific Studies of Reading，3(2)，159-197。  new window
5.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
6.宣崇慧(20140700)。二年級「持續型」與「晚發型」識字困難學童早期區辨效能之檢測。特殊教育研究學刊，39(2)，61-86。new window  延伸查詢new window
7.Ho, C. S. H.、Bryant, P.(1997)。Phonological skills are important in learning to read Chinese。Developmental Psychology，33(6)，946-951。  new window
8.Hu, C.-F.、Catts, H. W.(1998)。The Role of Phonological Processing in Early Reading Ability: What We Can Learn from Chinese。Scientific Studies of Reading，2(1)，55-79。  new window
9.洪儷瑜、陳淑麗、王瓊珠、方金雅、張郁雯、陳美芳、柯華葳(20090300)。閱讀障礙篩選流程的檢驗--篩選或教師轉介之比較。特殊教育研究學刊，34(1)，1-22。new window  延伸查詢new window
10.Cabell, S. Q.、Justice, L. M.、Zucker, T. A.、Kilday, C. R.(2009)。Validity of teacher report for assessing the emergent literacy skills of at-risk preschoolers。Language, Speech, and Hearing Services in Schools，40(2)，161-173。  new window
11.Chan, L.、Nunes, T.(1998)。Children's understanding of the formal and functional characteristics of written Chinese。Applied Psycholinguistics，19(1)，115-131。  new window
12.Gijsel, M. A.、Bosman, A. M. T.、Verhoeven, L.(2006)。Kindergarten risk factors, cognitive factors, and teacher judgment as predictors of early reading in Dutch。Journal of Learning Disabilities，39(6)，558-571。  new window
13.Kendeou, P.、van den Broek, P.、White, M. J.、Lynch, J. S.(2009)。Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills。Journal of Educational Psychology，101(4)，765-778。  new window
14.Mantzicopoulos, P. Y.、Morrison, E.(1994)。Early prediction of reading achievement。Remedial and Special Education，15(4)，244-251。  new window
15.Morrison, E.、Mantzicopoulos, P. Y.(1990)。Predicting reading problems at kindergarten for children in second grade: SEARCH as a screen。Remedial and Special Education，11(4)，29-36。  new window
16.Shu, H.、Peng, H.、McBride-Chang, C.(2008)。Phonological awareness in young Chinese children。Developmental Science，11(1)，171-181。  new window
17.Yeung, P. S.、Ho, C. S. H.、Chik, P. P. M.、Lo, L. Y.、Luan, H.、Chan, D. W. O.、Chung, K. K. H.(2011)。Reading and spelling Chinese among beginning readers: What skills make a difference?。Scientific Studies of Reading，15(4)，285-313。  new window
18.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
19.張毓仁、曾世杰(20080300)。國小三年級唸名速度緩慢學童與一般學童閱讀認知能力之比較。教育與心理研究，31(1)，179-203。new window  延伸查詢new window
20.McBride-Chang, C.、Ho, C. S. H.(2005)。Predictors of beginning reading in Chinese and English: A 2-year longitudinal study of Chinese kindergarteners。Scientific Studies of Reading，9(2)，117-144。  new window
21.Wolf, M.、Bowers, P. G.(1999)。The double-deficit hypothesis for the developmental dyslexias。Journal of Educational Psychology，91(3)，415-438。  new window
22.Ehri, L. C.(1995)。Phases of development in learning to read words by sight。Journal of Research in Reading，18(2)，116-125。  new window
23.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
24.宣崇慧、林寶貴(20021100)。學前聽障及聽常兒童讀寫萌發情形與口語發展能力之探究。特殊教育與復健學報，10，35-57。new window  延伸查詢new window
25.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
26.Chow, B. W. Y.、McBride-Chang, C.、Cheung, H.、Chow, C. S. L.(2008)。Dialogic Reading and Morphology Training in Chinese Children: Effects on Language and Literacy。Developmental Psychology，44(1)，233-244。  new window
27.Chung, Wei-Lun、Hu, Chieh-Fang(2007)。Morphological awareness and learning to read Chinese。Reading and Writing: An Interdisciplinary Journal，20(5)，441-461。  new window
28.Huang, H. S.、Hanley, J. R.(1997)。A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among first-graders in Taiwan。International Journal of Behavioral Development，20(2)，249-268。  new window
29.Wu, Xiaoying、Anderson, Richard C.、Li, Wenling、Wu, Xinchun、Li, Hong、Zhang, Jie、Zheng, Qiu、Zhu, Jin、Shu, Hua、Jiang, Wei、Chen, Xi、Wang, Qiuying、Yin, Li、He, Yeqin、Packard, Jerome、Gaffney, Janet S.(2009)。Morphological awareness and Chinese children's literacy development: An intervention study。Scientific Studies of Reading，13(1)，26-52。  new window
30.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
31.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
32.黃毅志(20080600)。如何精確測量職業地位？--「改良版臺灣地區新職業聲望與社經地位量表」之建構。臺東大學教育學報，19(1)，151-159。new window  延伸查詢new window
33.Gough, P. B.、Tunmer, W. E.(1986)。Decoding, reading, and reading disability。Remedial and Special Education，7(1)，6-10。  new window
34.Tong, X.、McBride-Chang, C.、Shu, H.、Wong, A. M. Y.(2009)。Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition。Scientific Studiesof Reading，13(5)，426-452。  new window
35.Catts, H. W.、Fey, M. E.、Zhang, X.、Tomblin, J. B.(1999)。Language basis of reading and reading disabilities: Evidence from a longitudinal investigation。Scientific Studies of Reading，3(4)，331-361。  new window
會議論文
1.宣崇慧、賴姿帆(2011)。國小學習困難.學童學前學習表現之探究。第7屆國際學習障礙學術研究研討會。臺北：國立臺灣師範大學特殊教育學系。  延伸查詢new window
2.Hsuan, C. H.(201107)。The role of morphological awareness in Chinese reading from preschool to grade。18th Annual conference of Society for Scientific Studies of Reading。St. Pete Beach, Florida。  new window
3.Hsuan, C. H.(201307)。Prediction of morphological awareness in Chinese character reading and reading comprehension from kindergarten to grade。20th Annual conference of Society for Scientific Studies of Reading。Hong Kong。  new window
研究報告
1.宣崇慧(2010)。學前至低年級閱讀困難預測指標之探究 (計畫編號：NSC 97-2410-H-468-024-MY2)。  延伸查詢new window
2.宣崇慧(2014)。學前「教師檢核搭配直接施測兩階段篩選機制」對國小低年級閱讀困難區辨效能之檢驗 (計畫編號：MOST102-2410-H-415-048MY3)。  延伸查詢new window
學位論文
1.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
2.王嘉珮(2011)。早期讀寫發展困難檢核表之編製(碩士論文)。國立臺北教育大學。  延伸查詢new window
3.康金雲(2010)。幼兒識字能力與視知覺能力之縱貫研究(碩士論文)。國立臺中教育大學，臺中市。  延伸查詢new window
4.Lee, L. J.(1989)。Emergent literacy in Chinese: Print awareness of young children in Taiwan(博士論文)。University of Arizona，Tucson, Arizona。  new window
5.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
圖書
1.陳榮華、陳心怡(2003)。魏氏幼兒智力量表修訂版指導手冊。臺北：中國行為科學。  延伸查詢new window
2.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
3.林寶貴、黃玉枝、黃桂君、宣崇慧(2009)。修訂學齡兒童語言障礙評量表指導手冊。臺北：教育部。  延伸查詢new window
4.Camine, D.、Silbert, J.、Kameenui, E. J.(1997)。Direct instruction reading。Upper Saddle River：Merrill。  new window
5.Frith, U.(1985)。Beneath the surface of developmental dyslexia。London：Erlbaum。  new window
6.Ho, C. S. H.、Chan, D. W. O.、Tsang, S. M.、Lee, S. H.(2000)。The Hong Kong test of specific learning difficulties in reading and writing。Hong Kong：Hong Kong Specific Learning Difficulties Research Team。  new window
7.王瓊珠(2002)。學習障礙：家長與教師手冊。臺北市：心理出版社。  延伸查詢new window
8.Tabachnick, B. G.、Fidell, L. S.(2001)。Using multivariate statistics。Boston：Allyn and Bacon Boston。  new window
其他
1.曾世杰(2006)。聲調覺識測驗工具說明，http://www.tald.idv.tw/modules/xfsection/download.php?fileid=21， 2007/06/30。  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
2.陳淑麗、曾世杰(2005)。唸名速度及聲韻覺識在中文閱讀障礙亞型分類上的角色--一個案補救教學研究。突破學習困難--評量與因應之探討。臺北：心理。  延伸查詢new window
3.McBride-Chang, C.、Zhong, Y.(2003)。A longitudinal study of effects of phonological processing, visual skills, and speed of processing on Chinese character acquisition among Hong Kong Chinese kindergarteners。Reading development in Chinese children。Westport, CT。  new window
4.Ehri, L. C.(1992)。Reconceptualizing the development of sight word reading and its relationship to recoding。Reading acquisition。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
5.Ehri, L. C.(1998)。Grapheme-phoneme knowledge is essential for learning to read words in English。Word recognition in beginning literacy。Mahwah, New Jersey：Lawrence Erlbaum Associates。  new window
6.萬雲英(19910000)。兒童學習漢字的心理特點與教學。中國人．中國心：發展與教學篇。臺北：遠流。new window  延伸查詢new window
7.Coltheart, M.(1978)。Lexical Access in Simple Reading Task。Strategies of Information Processing。New York, NY：Academic Press。  new window
 
 
 
 
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