臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：以同儕輔助學習策略之次級介入提升國小學生語文能力：試探性研究
書刊名：臺東大學教育學報
作者：孔淑萱
作者(外文)：Kung, Shu-hsuan
出版日期：2019
卷期：30:1
頁次：頁33-72
主題關鍵詞：同儕輔助學習策略；次級介入；補救教學；語文能力；Peer-assisted learning strategies；PALS；Tier 2 instruction；Remedial instruction；Reading literacy
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 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:0
  • 共同引用共同引用:314
  • 點閱點閱:3
期刊論文
1.Al Otaiba, S.、Fuchs, D.(2006)。Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study。Journal of Learning Disabilities，39(5)，414-431。  new window
2.McMaster, K. L.、Fuchs, D.、Fuchs, L. S.、Compton, D. L.(2005)。Responding to nonresponders: An experimental field trial of identification and intervention methods。Exceptional Children，71(4)，445-463。  new window
3.葉靖雲(19960600)。三種課程本位數學評量模式的效度研究。特殊教育學報，11，35-77。new window  延伸查詢new window
4.Fuchs, D.、Fuchs, L. S.、Thompson, A.、Svenson, E.、Yen, L.、Al Otaiba, S.、Mcmaster, Kristin Nyman、Saenz, L.、Yang, N.(2001)。Peer-assisted Learning Strategies in Reading: Extensions for Kindergarten, First Grade, and High School。Remedial and Special Education，22(1)，15-21。  new window
5.曾柏瑜(20080600)。低成就學童的有效補救教學原則。臺東特教，27，25-29。  延伸查詢new window
6.Deno, Stanley L.(2003)。Developments in curriculum-based measurement。Journal of Special Education，37(3)，184-192。  new window
7.Wasik, B. A.、Slavin, R. E.(1993)。Preventing early reading failure with one-to-one tutoring: A review of five programs。Reading Research Quarterly，28(2)，178-200。  new window
8.Wren, S.(2002)。Ten myths of reading instruction。SEDL Letter，14(3)，3-8。  new window
9.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
10.孟瑛如、吳東光、陳虹君(20140600)。RTI理念融入多媒體閱讀理解教材以提升一般生及閱讀低成就學生在閱讀及識字成效之教學研究。臺中教育大學學報. 教育類，28(1)，1-23。new window  延伸查詢new window
11.Kroeger, S. D.、Kouche, B.(2006)。Using peer-assisted learning strategies to increase response to intervention in inclusive middle math settings。Teaching Exceptional Children，38(5)，6-13。  new window
12.Miller, D.、Topping, K.、Thurston, A.(2010)。Peer tutoring in reading: The effects of role and organization on two dimensions of self-esteem。The British of Educational Psychology，80(3)，417-433。  new window
13.Fuchs, D.、Fuchs, L. S.、Thompson, A.、Al Otaiba, S.、Yen, L.、Braun, M.、O'Connor, R. E.、Yang, N. J.(2001)。Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers。Journal of Educational Psychology，93(2)，251-267。  new window
14.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
15.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
16.鄭勝耀(20130200)。弱勢學生與補救教學之研究。教育人力與專業發展，30(1)，13-26。  延伸查詢new window
17.Mathes, P. G.、Howard, J. K.、Allen, S. H.、Fuchs, D.(1998)。Peer-assisted Learning Strategies for First-grade Readers: Responding to the Needs of Diverse Learners。Reading Research Quarterly，33(1)，62-94。  new window
18.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
19.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
20.蘇船利、黃毅志(20090900)。文化資本透過學校社會資本對臺東縣國二學生學業成績之影響。教育研究集刊，55(3)，99-129。new window  延伸查詢new window
21.Deno, S. L.(1985)。Curriculum-based measurement: The emerging alternative。Exceptional Children，52(3)，219-232。  new window
22.Delquadri, J. C.、Greenwood, C. R.、Whorton, D.、Carta, J. J.、Hall, R. V.(1986)。Classwide peer tutoring。Exceptional Children，52(6)，535-542。  new window
23.McMaster, K. L.、Fuchs, D.、Fuchs, L. S.(2006)。Research on peer-assisted learning strategies: The promise and limitations of peer-mediated instruction。Reading and Writing Quarterly，22(1)，5-25。  new window
24.Rafdal, B. H.、McMaster, K. L.、McConnell, S. R.、Fuchs, D.、Fuchs, L. S.(2011)。The effectiveness of Kindergarten Peer-Assisted Learning Strategies for students with disabilities。Exceptional Children，77(3)，299-316。  new window
25.洪儷瑜、何淑玫(20100600)。「介入反應」在特殊教育的意義與運用。特殊教育季刊，115，1-13。new window  延伸查詢new window
26.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
27.Fuchs, L. S.、Seethaler, P. M.、Powell, S. R.、Fuchs, D.、Hamlett, C. L.、Fletcher, J. M.(2008)。Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties。Exceptional Children，74(2)，155-173。  new window
28.崔夢萍(20060300)。運用同儕協助學習策略於國小融合教育國語文學習之研究。特殊教育研究學刊，30，27-52。new window  延伸查詢new window
29.許添明、葉珍玲(20151200)。城鄉學生學習落差現況、成因及政策建議。臺東大學教育學報，26(2)，63-91。new window  延伸查詢new window
30.曾世杰、陳瑋婷、陳淑麗(20130100)。大學生以瞬識字及字母拼讀直接教學法對國中英語低成就學生的補救教學成效研究。課程與教學，16(1)，1-33。new window  延伸查詢new window
31.Gersten, R.、Baker, S. K.、Haager, D.、Graves, A. W.(2005)。Exploring the role of teacher quality in predicting reading outcomes for first-grade English learners。Remedial and Special Education，26(4)，197-206。  new window
32.陳順利(20070500)。學校效能階層模式建構之探究。學校行政，49，16-44。  延伸查詢new window
33.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
34.呂偉白(20140300)。美國多層次補救教學鑑定模式之評析。當代教育研究季刊，22(1)，87-126。new window  延伸查詢new window
35.李文益、黃毅志(20041200)。文化資本、社會資本與學生成就的關聯性之研究--以臺東師院為例。臺東大學教育學報，15(2)，23-58。new window  延伸查詢new window
36.呂昀真、盧東華(20110300)。即時回饋機制融入同儕教學法對國小高年級學童閱讀理解學習之研究。國教新知，58(1)，52-68。new window  延伸查詢new window
37.洪儷瑜、曾瓊禛、孫瑜成、李思慧、陳秀芬(20161100)。國中語文精進教材處遇精準度研究。特殊教育研究學刊，41(3)，1-33。new window  延伸查詢new window
38.胡永崇(20161200)。數據本位教學的意涵及其在國小資源班語文科之應用。南屏特殊教育，7，69-81。new window  延伸查詢new window
39.陳淑麗、曾世杰、張毓仁、蔡佩津(20170700)。永齡國語文補救教學方案及補救教師專業背景對國小二年級學生讀寫進展之成效研究。特殊教育研究學刊，42(2)，85-111。new window  延伸查詢new window
40.Al Otaiba, S.、Fuchs, D.(2002)。Characteristics of children who are unresponsive to early literacy intervention: A review of the literature。Remedial and Special Education，23(5)，300-315。  new window
41.Vasay, E. T.(2010)。The effects of peer teaching in the performance of students in mathematics。E-international Scientific Research Journal，2(2)，161-171。  new window
42.Fuchs, D.、Fuchs, L. S.(1998)。Researchers and teachers working together to adapt instruction for diverse learners。Learning Disabilities Research and Practice，13(3)，126-137。  new window
43.Fuchs, D.、Fuchs, L. S.、Mathes, P. H.、Simmons, D. C.(1997)。Peer-assisted strategies: Making classrooms more responsive to diversity。American Educational Research Journal，34(1)，174-206。  new window
44.Fuchs, L. S.、Fuchs, D.、Hamlett, C. L.、Hope, S. K.、Hollenbeck, K. N.、Capizzi, A. M.、Craddock, C. F.、Brothers, R. L.(2006)。Extending responsiveness-to intervention to math problem-solving at third grade。Teaching Exceptional Children，38(4)，56-63。  new window
45.Fuchs, L. S.、Fuchs, D.、Kazdan, S.、Allen, S.(1999)。Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving。The Elementary School Journal，99(3)，201-219。  new window
46.Jung, P.、McMaster, K. L.、Kunkel, A. K.、Shin, J.、Stecker, P.(2018)。Effects of data-based individualization for students with intensive learning needs: A meta-analysis。Learning Disabilities Research & Practice，33(3)，144-155。  new window
47.Scruggs, T. E.、Mastropieri, M. A.、Marshak, L.(2012)。Peer mediated instruction in inclusive secondary social studies: Direct and indirect learning effects。Learning Disabilities Research & Practice，27(1)，12-20。  new window
48.Obidoa, M. A.、Eskay, M.、Catherine, O.(2013)。Remedial help in inclusive classrooms: Gender differences in the enhancement of mathematics achievement of students through PAL (Peer-Assisted Learning)。US-China Education Review A，3(3)，172-180。  new window
49.McMaster, K. L.、Kung, S. H.、Han, I.、Cao, M.(2008)。Peer-assisted learning strategies: A "tier 1" approach to promoting English learners' response to intervention。Exceptional Children，74(2)，194-214。  new window
50.McMaster, K. L.、Han, I.、Coolong-Chaffin, M.、Fuchs, D.(2013)。Promoting teachers' use of scientifically based instruction: A comparison of university versus district support。The Elementary School Journal，113(3)，303-330。  new window
51.Noell, G. H.、Gansle, K. A.(2006)。Assuring the form has substance: Treatment plan implementation as the foundation of assessing response to intervention。Assessment for Effective Intervention，32(1)，32-39。  new window
52.洪儷瑜(20120900)。由補救教學到三層級學習支援。教育研究月刊，221，13-24。new window  延伸查詢new window
53.蔡明學(2015)。各國補救教學實施模式對我國之啟示。教育脈動，2，1-8。  延伸查詢new window
54.林玉雲(20170500)。數學補救教學的理想與實施困境。臺灣教育評論月刊，6(5)，96-100。  延伸查詢new window
55.張純(20160900)。「攜手計畫--課後扶助」補救教學個案研究--師資生的參與經驗。國教新知，63(3)，55-63。new window  延伸查詢new window
56.Christ, T. J.、Zopluoglu, C.、Monaghen, B. D.、van Norman, E. R.(2013)。Curriculum-Based Measurement of Oral Reading: Multi-study evaluation of schedule, duration, and dataset quality on progress monitoring outcomes。Journal of School Psychology，51(1)，19-57。  new window
57.Fuchs, D.、Fuchs, L. S.、Thompson, A.、Al Otaiba, S.、Yen, L.、Yang, N. J.、O'Connor, R. E.(2002)。Exploring the importance of reading programs for kindergartners with disabilities in mainstream classrooms。Exceptional Children，68(3)，295-311。  new window
58.Fuchs, L. S.、Sterba, S. K.、Fuchs, D.、Malone, A. S.(2016)。Does evidence-based fractions intervention address the needs of very low-performing students?。Journal of Research on Educational Effectiveness，9(4)，662-677。  new window
59.Greenwood, C. R.、Arreaga-Mayer, C.、Utley, C.、Gavin, K.、Terry, B.(2001)。Classwide peer tutoring learning management system: Applications with elementary-level English language learners。Remedial and Special Education，22(1)，34-47。  new window
60.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
61.陳奕卉、孔淑萱(20161200)。同儕協助學習策略對提升國小學習障礙學生閱讀理解成效之研究。特教論壇，21，1-25。new window  延伸查詢new window
62.王麗雲(20140200)。基本能力的雙峰現象及因應建議。教育人力與專業發展，31(1)，1-4。  延伸查詢new window
63.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
64.Utley, C. A.(2001)。Introduction to the Special Series: Advances in Peer-mediated Instruction and Interventions in the 21st Century。Remedial and Special Education，22(1)，2-3。  new window
65.Justice, L. M.(2006)。Evidence-based practice, response to intervention, and the prevention of reading difficulties。Language, Speech, and Hearing Services in Schools，37(4)，284-297。  new window
66.Fuchs, D.、Fuchs, L. S.、Mathes, P. G.、Martinez, E. A.(2002)。Preliminary evidence on the social standing of students with learning disabilities in pals and no-pals classrooms。Learning Disabilities Research and Practice，17(4)，205-215。  new window
會議論文
1.Al Otaiba, S.、Reem, A.(2018)。Building Arabic reading skills: Feasibility of peer-assisted learning strategies。The 2018 Annual Conference for the Scientific Studies of Reading (SSSR)。  new window
2.Vardy, E.(2018)。Evaluation of grade 2-6 PALS with year 5 pupils in the UK。2018 annual conference for the Scientific Studies of Reading (SSSR)。  new window
3.Pétursdóttir, A.(2018)。Research on kindergarten Peer-Assisted Learning Strategies (K-PALS) in Iceland。2018 annual conference for the Scientific Studies of Reading (SSSR)。  new window
4.Obidoa, M. A.、Onwubolu, C. O.(2011)。The effect of peer-assisted learning on high and low achieving students in mathematics。The Annual National Conference of the Nigerian National Centre for Exceptional Children。  new window
5.Fuchs, D.、McMaster, K.、Saenz, L.、Kearns, D.、Fuchs, L.、Yen, L.、Schatschneider, C.(2010)。Bringing educational innovation to scale: Top-down, bottom-up, or a third way?。IES Conference。  new window
6.Kung, S. H.(2018)。Peer-assisted learning strategies for Chinese-speaking students: Effectiveness and nonresponders。2018 annual conference for the Scientific Studies of Reading (SSSR)。  new window
學位論文
1.葉淑欣(2014)。同儕協助學習策略對國中資源班學生閱讀成效之行動研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.黃凢瑄(2014)。改良式幼兒園同儕協助學習方案（K-PALS）對發展遲緩幼兒早期閱讀能力介入效果之初探(碩士論文)。臺北市立大學。  延伸查詢new window
3.安瑪莉(2015)。運用同儕輔助學習策略於台灣國小中年級初階閱讀訓練之研究(碩士論文)。國立交通大學。  延伸查詢new window
4.張滋培(2014)。同儕教導對提升國小六年級英語低成就學童學習成效與態度之研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
5.張藝璉(2015)。國中補救教學政策執行現況及改良途徑之探討--以桃園市為例(碩士論文)。國立中央大學。  延伸查詢new window
6.Gadke, C. A.(2001)。Secondary General Education Teachers' Believes and Use of "Best Practices" in Inclusive Classrooms(博士論文)。Kent State University。  new window
圖書
1.Topping, K. J.、Ehly, S. W.(1998)。Peer-assisted learning。Lawrence Erlbaum Associates。  new window
2.Hallahan, D. P.、Lloyd, J. W.、Kauffman, J. M.、Weiss, M. P.、Martinez, E. A.(2005)。Learning disabilities: Foundations, characteristics, and effective teaching。Pearson Education。  new window
3.Chall, J. S.、Jacobs, V. A.、Baldwin, L. E.(1990)。The Reading Crisis: Why Poor Children Fall Behind。Harvard University Press。  new window
4.孟瑛如、田仲閔、魏銘志、周文聿(2015)。國民小學四至六年級閱讀理解診斷測驗--指導手冊。臺北：心理出版社。  延伸查詢new window
5.孟瑛如、魏銘志、田仲閔、周文聿(2015)。國民小學一至三年級閱讀理解診斷測驗。臺北市：心理出版社。  延伸查詢new window
6.Fuchs, D.、Fuchs, L. S.(2003)。Peer-assisted learning strategies for accelerating achievements in reading and math。Vanderbilt University, Peabody College。  new window
7.Fuchs, D.、Fuchs, L. S.、Simmons, D. C.、Mathes, P. H.(2008)。Peer-assisted learning Strategies: Reading methods for grades 2-6。Vanderbilt University, Peabody College。  new window
8.Brown-Chidsey, R.、Bronaugh, L.、McGraw, K.(2009)。RTI in the classroom: Guidelines and recipes for success。Guilford Press。  new window
9.Burns, M. K.、Gibbons, K. A.(2008)。Implementing Response-to-Intervention in elementary and secondary schools: Procedures to assure scientific-based practices。Routledge。  new window
單篇論文
1.Dunn, B.(2009)。PALS: Peer assisted learning strategies，http://eric.ed.gov/?id=ED507452，(ED507452)。  new window
其他
1.教育部(2014)。國民小學及國民中學補救教學實施方案，教育部。，http://priori.moe.gov.tw/download/2014-2-5-10-15-30-nf1.pdf。  延伸查詢new window
2.陳星貝(20170102)。觀點投書：如何落實補救教學成效，https://www.storm.mg/article/207317。  延伸查詢new window
3.Apthorp, H.，Clark, T.(2007)。Using strategy instruction to help struggling high schoolers understand what they read，https://files.eric.ed.gov/fulltext/ED498785.pdf。  new window
圖書論文
1.McMaster, K. L.、Fuchs, D.(2016)。Classwide intervention using peer-assisted learning strategies。Handbook of response to intervention: The science and practice of multi-tiered systems of support。Springer。  new window
2.Burns, M. K.、Maki, K. E.、Karich, A. C.、Hall, M.、McComas, J. J.、Helman, L.(2016)。Problem analysis at Tier 2: Using data to find the category of the problem。Handbook of Response to Intervention: The science and practice of multi-tiered systems of support。Springer。  new window
3.Snow, C. E.(2001)。Preventing reading difficulties in young children: Precursors and fallout。The great curriculum debate: Politics and education reform。Brookings Institution Press。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1092（臺灣：1084，外國：8） ／ 本年度總使用人次：1669892 ／ 訪客人次（自102年09月）：67475990
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上