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題名：朗讀流暢性測驗標準文本之發展研究
書刊名：教育實踐與研究
作者：張郁雯 引用關係
作者(外文)：Chang, Yuwen
出版日期：2018
卷期：31:2
頁次：頁1-23
主題關鍵詞：文本語言特性；信度；效度；朗讀流暢性；Linguistic characteristics of passage；Oral reading fluency；Reliability；Validity
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:1
  • 共同引用共同引用:63
  • 點閱點閱:73
本研究的目的在發展朗讀流暢性之文本，並建立文本的信度與效度。以文獻探討建立徵求文本的規範，所得文本初篩後，再由專家審查共得40篇文本。以個別施測方式施測於國小二到四年級60名學生。利用中文學習補救教學資源網、中文文章適讀性線上分析系統和可讀性指標分析三個網站分析文本的語言特性。研究結果發現最能預測朗讀流暢性的文本特性為文本的相異詞數、正向連接詞數和負向連接詞數。經由多種指標從40篇文本中挑選出32個文本，做為二、三年級朗讀流暢性測驗之文本，其中兩個年級共用6個文本，每年級各有可用19個文本。二個年級朗讀流暢性測驗之複本信度均為.85。每次以三個文本施測求平均表現，則二、三年級的類化係數可達.94和.95。效度係數分別是.49（二年級）和.43（三年級）。測驗的信度與效度獲得初步的支持。
This study aims to establish procedures for developing oral reading fluency (ORF) passages for second and third graders. The required characteristics of passages were specified and an open request for passages was announced. After experts' reviewing, 40 passages were collected. Sixty students ranging from second to fourth grade were administered 40 passages individually. Three websites were used to analyze the textual features of the passages: Chinese Learning Remedy Teaching Resources Network, Readability-Analyzing System for Chinese Articles, and Chinese Readability Index Explorer. The results indicate that the total number of different words, the number of positive conjunctions, and negative conjunctions are the most powerful predictors of oral reading fluency. Thirty-two passages were chosen based on multiple indicators. These passages were divided into two sets. Each set comprises 19 passages with six common passages for both grades. The alternate-form reliabilities for both grades are .85. The generalizability coefficients in second and third grade conditions were .94 and .95 respectively when three passages were used to estimate performance. The correlations between ORF and grade scores in Chinese are .49 and .43 respectively. The results provide evidence for supporting the preliminary reliability and validity of the test.
期刊論文
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16.蘇宜芬、張祐瑄、李孟峰、黃鈺茜(20161200)。國小二至六年級朗讀流暢度篩檢準確度及切截點分析。教育科學研究期刊，61(4)，33-57。new window  延伸查詢new window
17.Ardoin, S. P.、Christ, T. J.(2009)。Curriculum-based measurement of oral reading: Standard errors associated with progress monitoring outcomes from DIBELS, AIMSweb, and an Experimental Passage Set。School Psychology Review，38(2)，266-283。  new window
18.Ardoin, S. P.、Suldo, S. M.、Witt, J.、Aldrich, S.、McDonald, E.(2005)。Accuracy of readability estimates predictions of CBM performance。School Psychology Quarterly，20(1)，1-22。  new window
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會議論文
1.荊溪昱、趙世範、翁凌志(2007)。中文文章適讀性線上分析糸統之發展研究。科技教育課程改革與發展學術研討會，47-57。  延伸查詢new window
圖書
1.Chall, J. S.(1996)。Stages of reading development。McGraw-Hill。  new window
圖書論文
1.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
2.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
3.Santi, K. L.、Barr, C.、Khalaf, S.、Francis, D. J.(2016)。Different approaches to equating oral reading fluency passages。The fluency construct curriculum-based measurement concepts and applications。Springer Science+Business Media。  new window
 
 
 
 
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