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題名：課程本位閱讀測驗的效度研究
書刊名：特殊教育與復健學報
作者：葉靖雲 引用關係
作者(外文)：Yeh, Ching-yun
出版日期：1998
卷期：6
頁次：頁239-260
主題關鍵詞：流暢性課程本位評量；課程本位閱讀測驗；效標關聯效度；成長速率；閱讀理解；小學；Fluency model of curriculum-based assessment；Curriculum-based reading tests；Criterion-referenced validity；Growth rate；Reading comprehension；Elementary school
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相關次數：
  • 被引用次數被引用次數:期刊(21) 博士論文(1) 專書(0) 專書論文(1)
  • 排除自我引用排除自我引用:21
  • 共同引用共同引用:15
  • 點閱點閱:140
　　　　　本研究的主旨為建立流暢性課程本位評量在閱讀領域的初步實證資料。包含兩個研究階段。研究對象為臺中縣市以及彰化縣、南投縣之國小二、四、六年級學生。第一個階段於八十四學年度第一學期執行，樣本係普通班學生，目的在於建立字詞釋義、字詞朗讀、文章朗讀、克漏字測檢、故事重述、問題回答與畫分詞的單位等七種課程本位閱讀測驗的效標關聯效度，並作年級內與年級間各測驗之間的效度比較，所使用之效標包括國民小學國語文成就測驗、國語科學期成績與閱讀障礙特徵檢核表。第二個階段實施期間為八十四學年度第二學期，樣本是自第一階段樣本群中經迴歸分析篩選出來之閱讀障礙學生與配對產生之普 二學期，樣本是自第一階段樣本群中經迴歸分析篩選出來之閱讀障礙學生與配對產生之普通閱讀能力學生，本階段研究承續第一階段的研究發現，自七種閱讀測驗中找出效度較佳之測驗，然後比較閱讀障礙與普通閱讀能力學生在這些測驗上成長速率的差異。第一階段的研究結果顯示二、四、六年級中皆以字詞朗讀、文章朗讀與克漏字測驗的效標關聯效度最佳，且有隨年級的提升而效度係數漸次提高的趨勢。第二階段的研究顯示閱讀障礙學生在字詞朗讀、文章朗讀與克漏字測驗上的成長速率低於普通閱讀能力學生，然未達到統計上的顯著水準。
　　　　　The purpose of the current study was to establish the basic empirical data for the fluency model of the curriculum-based reading assessment. This is a two-phases study. The subjects were selected from elementary schools in central part of Taiwan, including Taichung City, Taichung County, Nantow and Changhaw. Sujects consisted of second, fourth and sixth graders from regular classrooms. The first phase of the study was conducted during the first semester of the 1995 school year. The goal was to set up the criterion-referenced validity for seven curriculum-based reading tests, including meaning explanation, oral reading on word lists, text reading, cloze procedure, story retell, question answering and chunking. The results indicated that, no matter in which grade, oral reading on word lists, text reading and cloze procedure were always the ones with better criterion-referenced validity. The second phase of the study was to compare the growth rate of regular students' performance in oral reading on word lists, text reading and cloze procedure with that of reading disabled students. This was executed during the second semester of the 1995 school year. The resulted showed that, in all grades, the average growth rates of regular students were better than those of the students with reading disability. However, the differences did not reach statistic significance.
期刊論文
1.Jones, E. D.、Krouse, J. P.(1988)。The effectiveness of data-based instruction by student teachers in classrooms for pupils with mild handicaps。Teacher Education and Special Education，11(1)，9-19。  new window
2.Jenkins, J. R.、Jewell, M.(1993)。Examining the validity of two measures for formative teaching: Reading aloud and maze。Exceptional Children，59(5)，421-432。  new window
3.Walberg, H. J.(1984)。Improving the productivity of America's schools。Educational Leadership，41(8)，19-27。  new window
4.Deno, S. L.、Mirkin, P. K.、Chiang, B.(1982)。Identifying valid measures of reading。Exceptional Children，49(1)，36-45。  new window
5.Hammill, D. D.(1990)。On defining learning disabilities: An emerging consensus。Journal of Learning Disabilities，23(2)，74-84。  new window
6.Deno, S. L.(1985)。Curriculum-based measurement: The emerging alternative。Exceptional Children，52(3)，219-232。  new window
7.葉靖雲(19940600)。課程本位中、英文閱讀與英文書寫表達測驗之效度研究。特殊教育學報，9，257-287。new window  延伸查詢new window
8.Brozo, W. G.、Schmelzer, R. V.、Spires, H. A.(1983)。The beneficial effect of chunking on good readers' comprehension of expository prose。Journal of Reading，26(5)，442-445。  new window
9.Carver, Ronald P.(1974)。Two Dimensions of Tests: Psychometric and Edumetric。American Psychologist，29(7)，512-518。  new window
10.Deno, S. L.、Fuchs, L. S.(1987)。Developing curriculum-based measurement systems for data-based special education problem sloving。Focus on Exceptional Children，19(8)，1-16。  new window
11.Fuchs, L.、Fuchs, D.(1986)。Effects of systematic formative evaluation: A meta-analysis。Exceptional Children，53(3)，199-208。  new window
12.Fuchs, L. S.、Fuchs, D.、Maxwell, L.(1988)。The validityof informal reading comprehension measures。Remedial and Special Education，9(2)，20-28。  new window
13.Samuels, S. J.、Edwall, G.(1981)。The role of attention in reading with implications for the learning disabled student。Jorunal of Learning Disabilities，14，353-361。  new window
14.Slavin, R. E.、Madden, N. A.(1989)。What works for students at risk: A research synthesis。Educational Leadership，46(5)，4-13。  new window
15.Stevens, K. C.(1981)。Chunking material as an aid to reading comprehension。Journal of Reading，25(2)，126-129。  new window
16.Tucker, L.(1985)。Curriculum-based assessment: An introduction。Exceptional Children，52(3)，199-204。  new window
17.Wang, M. C.(1987)。Toward achieving educational excellence for all students: Program design and instructional outcomes。Remedial and Special Education，8(3)，25-34。  new window
18.Tucker, J.(1987)。Curriculum-based assessment is no fad。The Collaborative Educator，1(4)，4-10。  new window
19.Johnston, P. H.、Winogard, P. N.(1985)。Passive failure in reading。Journal of Reading Behavior，17，179-301。  new window
20.葉靖雲(19930600)。The Validity of Curriculum-Based Reading Measures。特殊教育學報，8，273-323。new window  延伸查詢new window
會議論文
1.Wiederholt, J. L.(1992)。Best practices in the U. S. A. in special education。International Symposium on Assessment of Exceptional Children。Changhwa。  new window
研究報告
1.Warner, M. M.、Alley, G. R.、Schumaker, J. B.、Deshler, D. D.、Clark, F. L.(1980)。An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Achievement and Ability, Socioeconomic Status, and School Experiences。Lawrence：University of Kansas Institute for Research in Learning Disabilities。  new window
學位論文
1.林國花(1990)。學習障礙兒童的成長與教育(碩士論文)。國立彰化師範大學。  延伸查詢new window
2.Yeh, C. Y.(1992)。The use of passage reading measures to assess reading proficiency of Chinese elementary school students(博士論文)。University of Minnesota。  new window
圖書
1.Shinn, M. R.(1989)。Curriculum-based Measurement: Assessing Special Children。New York, NY：Guilford。  new window
2.吳武典、林寶貴(1992)。特殊兒童綜合輔導手冊--第二次全國特殊兒童普查結果之應用。台北：國立台灣師大特殊教育研究所。  延伸查詢new window
3.周台傑(1992)。國民小學國語文成就測驗。彰化：精華。  延伸查詢new window
4.陸莉(1977)。瑞文彩色圖形測驗之研究。彰化：國立彰化師範大學特教中心。  延伸查詢new window
5.教育部特殊教育普查工作執行小組(1991)。第二次全國特殊兒童普查工作初查工作手冊。台北：教育部。  延伸查詢new window
6.葉靖雲(1993)。課程本位測量與特殊教育的問題解決。  延伸查詢new window
7.Archer, A. L.、Gleason, M. M.(1989)。Skills for school success。Billerica, MA：North Curriculum Association。  new window
8.Carnine, D.、Silbert, J.、Kameenui, E. J.(1990)。Direct instruction reading。Columbus, OH：Merrill。  new window
9.Downing, L.、Leong, C. K.(1982)。Psychology of reading。London：MacMillian。  new window
10.Gickling, E.、Havertape, J.(1981)。Curriculum-based assessment。Minneapolis：University of Minnesota Institute for Research on Learning Disabilities。  new window
11.Good, T. L.、Brophy, J. E.(1987)。Looking in classrooms。New York：Harper & Row。  new window
12.Mastropsieri, M. A.、Scruggs, T. E.(1994)。Effective Instruction for special education。Boston：College Hill Press。  new window
13.Mercer, C. D.(1992)。Students with learning disabilities。New York：Merrill/Macmillan。  new window
14.Quandt, I.、Selznick, R.(1984)。Self-concept and reading。Newark, DE：International Reading Association。  new window
15.Reid, D. K.、Hresko, W. P.、Swanson, H. L.(1991)。A cognitive approach to learning disabilities。Austin, TX：PRO-ED。  new window
16.Salvia, J.、Hughes, C.(1990)。Curriculum-based assessment: Teaching what is taught。New York：Macmillan。  new window
17.Tindal, G. A.、Marston, D. B.(1990)。Classroom-based assessment:Evaluating instructional outcomes。New York：Merill/Macmillan。  new window
18.Ysseldyke, J. E.、Algozzine, B.(1990)。Introduction to special education。Boston：Houghton Mifflin。  new window
19.Howell, K. W.、Morehead, M. K.(1987)。Curriculum-based evaluation for special and remedial education。Columbus, OH：Merrill Publishing Company。  new window
20.黃瑞珍(1993)。資源教室的經營與管理。臺北：心理。  延伸查詢new window
21.Mercer, C. D.、Mercer, A. R.(1993)。Teaching students with learning problems。New York：Merrill/Macmillan。  new window
22.Perfetti, C. A.(1985)。Reading ability。Oxford University Press。  new window
23.毛連塭(1989)。學習障礙兒童的成長與教育。臺北：心理出版社。  延伸查詢new window
24.張正芬、吳武典(1984)。國語文能力測驗。臺北：國立臺灣師範大學特殊教育中心。  延伸查詢new window
25.黃國彥、鍾思嘉、傅粹馨(1977)。羅桑二氏非語文智力測驗指導手冊。臺北市：正昇教育科學社。  延伸查詢new window
26.Adams, M. J.(1990)。Beginning to read: Thinking and learning about print。Cambridge, Massachusetts：MIT Press。  new window
27.Chall, J. S.(1983)。Stages of reading development。McGraw-Hill。  new window
圖書論文
1.洪蘭、曾志朗、張稚美(1993)。閱讀障礙兒童的認知心理學基礎。學習障礙與資源教室。臺北：臺北市教師研習中心。  延伸查詢new window
2.Alderson, J. C.(1978)。Cloze procedures。The eight mental measurements yearbook。Highland Park, NJ：Gryphon Press。  new window
3.Rosenshine, C.、Stevens, R.(1986)。Teaching functions。Handbook of reasearch on teaching。New York：Macmillan。  new window
4.Marston, D. B.(1989)。A curriculum--based measurement approach to assessing academic performance: What it is and why do it。Curriculum--based measurement: Assessing special children。New York：Guilford。  new window
5.Wigfield, A.、Asher, S. R.(1984)。Social and motivational influences on reading。Handbook of reading research。New York：Longman。  new window
6.Brophy, J. E.、Good, T. L.(1986)。Teacher behavior and student achievement。Handbook of research on teaching。New York, NY：Macmillan Press。  new window
 
 
 
 
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