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題名：透過詞彙教學方案增加低成就學童閱讀能力
書刊名：臺東大學教育學報
作者：陳昱君 引用關係／連育吟／李俊仁
作者(外文)：Chen,　Yuchun／Lian, Yu-yin／Lee, Jun Ren
出版日期：2016
卷期：27:2
頁次：頁51-76
主題關鍵詞：詞素覺知；詞彙教學；補救教學；Morphological awareness；Vocabulary instruction；Reading remediation
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(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:167
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本研究提出了一個詞彙教學的教材及教學方式，其設計目標強調詞素覺知與 詞彙的重複接觸，也教導相關的閱讀理解策略，如預測及回答問題。研究對國小 二、三年級閱讀低成就學童進行小組教學，每個小組人數為8～9人。教學時間為 期8週，每週2節，每節40分鐘，共16節的小組教學。其中二年級48人，實驗及控 制組均為24人；三年級51人，實驗組26人、控制組25人。研究結果指出，教學 結束後，二年級實驗組及控制組在所有的成效指標上都沒有差異。三年級的實驗 組雖然在閱讀理解、聽覺詞彙、識字後測的平均值高於控制組，但亦未達顯著差 異。進一步分析三年級且識字年級當量高於二年級學童的資料時，實驗組後測的 聽覺詞彙、閱讀理解及識字的平均值都大於控制組，其中聽覺詞彙的差異達顯著 水準，閱讀理解及識字則接近顯著水準。此外，實驗性的詞彙教學只提升了詞彙 能力，對後測的數學能力並無影響，可見此教材的特定性。研究顯示，本研究所 發展的教材教法可提升三年級且識字量在1,200字以上低成就學童的聽覺詞彙，且 可遷移至閱讀理解及識字方面。
This study examined the effectiveness of a 2-month remedial vocabulary program for second- and third-grade students with low reading achievement. Ninety-nine students with low reading achievement from New Taipei City participated in the study. The students were divided into an experimental group (n = 50) and a control group (n = 49). The program was conducted in small groups (n = 8 in each group). The program lasted for 2 months and involved 16 sessions (40 min per session). The major components of the program were vocabulary exposure to semantics categories of words and morphological awareness strategies. Prediction and question-answering strategies of reading comprehension were also integrated into the program. Results showed that, compared with the controls, the program could effectively promote the vocabulary performance of third-grade students who identifi ed more than 1,200 Chinese characters on average. Moreover, the positive effects were observed in the measurements of reading ability but not calculation ability. Although positive trends were observed in word recognition and comprehension development, the differences were nonsignifi cant. Our results provide evidence for a feasible and effective remedial vocabulary program in a school setting.
期刊論文
1.陳淑麗、曾世杰、蔣汝梅(20121100)。初級與次級國語文介入對弱勢低學力學校的成效研究：不同介入長度的比較。特殊教育研究學刊，37(3)，27-58。new window  延伸查詢new window
2.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
3.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
4.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。new window  延伸查詢new window
5.陳淑麗、曾世杰、張毓仁(20150600)。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。當代教育研究季刊，23(2)，35-74。new window  延伸查詢new window
6.Roman, A. A.、Kirby, J. R.、Parrila, R. K.、Wade-Woolley, L.、Deacon, S. H.(2009)。Toward a comprehensive view of the skills involved in word reading in grades 4, 6, and 8。Journal of Experimental Child Psychology，102(1)，96-113。  new window
7.Yin, L.、Anderson, R. C.、Zhu, J.(2007)。Stages in Chinese children's reading of English words。Journal of Educational Psychology，99(4)，852-866。  new window
8.Goodwin, A. P.、Ahn, S.(2013)。A meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children。Scientific Studies of Reading，17(4)，257-285。  new window
9.Lonigan, C. J.、Burgess, S. R.、Anthony, J. L.(2000)。Development of emergent literacy and early reading skills: Evidence from a latent variable longitudinal study。Developmental Psychology，36(5)，596-613。  new window
10.Nagy, W. E.、Berninger, V. W.、Abbott, R. D.(2006)。Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle school students。Journal of Educational Psychology，98(1)，134-147。  new window
11.Ricketts, J.、Nation, K.、Bishop, D. V.(2007)。Vocabulary is important for some, but not all reading skills。Scientific Studies of Reading，11(3)，235-257。  new window
12.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
13.Ku, Yu-min、Anderson, Richard C.(2003)。Development of morphological awareness in Chinese and English。Reading and Writing: An Interdisciplinary Journal，16(5)，399-422。  new window
14.Shu, Hua、McBride-Chang, Catherine、Wu, Sina、Liu, Hongyun Y.(2006)。Understanding Chinese Developmental Dyslexia: Morphological Awareness as a Core Cognitive Construct。Journal of Educational Psychology，98(1)，122-133。  new window
15.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
16.McBride-Chang, Catherine、Shu, Hua、Zhou, Ai-bao、Wat, Chun Pong、Wagner, Richard K.(2003)。Morphological awareness uniquely predicts young children's Chinese character recognition。Journal of Educational Psychology，95(4)，743-751。  new window
17.Perfetti, Charles A.(2007)。Reading ability: Lexical quality to comprehension。Scientific Studies of Reading，11(4)，357-383。  new window
18.National Institute of Child Health and Human Development, Early Child Care Research Network(2005)。Pathways to reading: The role of oral language in the transition to reading。Development Psychology，41(2)，428-442。  new window
19.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
20.Gough, P. B.、Tunmer, W. E.(1986)。Decoding, reading, and reading disability。Remedial and Special Education，7(1)，6-10。  new window
學位論文
1.方金雅(2001)。多向度詞彙評量與教學之研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
2.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
圖書
1.Snow, C. E.、Burns, M. S.、Griffin, P. E.(1998)。Preventing reading difficulties in young children。Washington, DC：National Academy Press。  new window
2.柯華葳(1999)。基礎數學概念評量。臺北市：教育部特殊教育工作小組。  延伸查詢new window
3.柯華葳、詹益綾(2006)。閱讀理解篩選測驗。臺北市：教育部特殊教育工作小組。  延伸查詢new window
4.洪儷瑜、王瓊珠、張郁雯、陳秀芬(2006)。識字量估計測驗指導手冊。臺北市：國立臺灣師範大學特殊教育中心。  延伸查詢new window
5.教育部國語推行委員會(1995)。八十四年常用語詞調查報告書。臺北市：教育部。  延伸查詢new window
6.陸莉、劉鴻香(1998)。修訂畢保德圖畫詞彙測驗。臺北市：心理出版社。  延伸查詢new window
7.黃秀霜(2001)。中文年級認字量表。心理出版社。  延伸查詢new window
8.Graves, M. F.(2006)。The vocabulary book。Newark, Delaware：International Reading Association。  new window
9.Hart, B.、Risley, T. R.(1995)。Meaningful differences in the everyday experiences of young children。Baltimore, Maryland：Paul H. Brookes。  new window
10.National Institute of Child Health and Human Development、National Reading Panel(2000)。Report of the national reading panel teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction。Washington, DC：U.S. Government Printing Office。  new window
11.Chall, J. S.(1996)。Stages of reading development。Harcourt Brace。  new window
圖書論文
1.李俊仁(2010)。什麼是閱讀力？。大腦、認知與閱讀。臺北市：信誼。  延伸查詢new window
2.Anderson, R. C.、Freebody, P.(1981)。Vocabulary knowledge。Comprehension and teaching: Research reviews。Newark, Delaware：International Reading Association。  new window
3.Carlisle, J. F.(1995)。Morphological awareness and early reading achievement。Morphological aspects of language processing。Hillsdale, New Jersey：Lawrence Erlbaum Associates。  new window
4.Kamil, M. L.(2004)。Vocabulary and comprehension instruction: Summary and implications of the National Reading Panel findings。The voice of evidence in reading research。Baltimore, Maryland：Paul H. Brookes。  new window
5.Kame'enui, E. J.、Baumann, J. F.(2012)。Context for vocabulary instruction。Vocabulary instruction: Research to practice。New York, NY：Guilford Press。  new window
6.Nagy, W. E.、Kuo-Kealoha, A.、Wu, X.、Li, W.、Anderson, R. C.、Chen, X.(2002)。The role of morphological awareness in learning to read Chinese。Chinese children's reading acquisition: Theoretical and pedagogical issues。Boston, Massachusetts：Kluwer Academic。  new window
7.Perfetti, C. A.、Landi, N.、Oakhill, J.(2007)。The acquisition of reading comprehension skill。The science of reading: A handbook。Oxford：Blackwell。  new window
 
 
 
 
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