繪本教學對學習障礙學生識字與閱讀理解之成效研究

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Title:
繪本教學對學習障礙學生識字與閱讀理解之成效研究
Author: 黃信恩; Huang, Shin-an
詹士宜; Shih-Yi Chan; 特殊教育學系教學碩士班
Subjects: 識字; 閱讀理解; 學習障礙學生; 繪本; Reading comprehension; Word recognition; Picture storybook; Students with learning disabilities
Description: 本研究旨在了解運用繪本進行教學介入後，對於學習障礙學生在識字能力與閱讀理解能力之立即成效表現與類化成效表現之差異。本研究採用準實驗研究法，深入探討四、五年級學習障礙學生在繪本介入教學後，其識字與閱讀理解能力之立即成效與類化成效表現，研究樣本為55位經台南縣鑑輔會鑑定為學習障礙之學生，分為實驗組29人，控制組26人，進行實驗教學。本研究根據六本故事繪本內容，編製「自編繪本識字量測驗」與「自編繪本閱讀理解測驗」以分析探討實驗組與控制組經繪本介入教學後，兩組學生在識字與閱讀理解能力之立即成效表現。另以「中文年級認字量表」與「閱讀理解困難篩選測驗」二種標準化測驗對兩組學習障礙學生在繪本介入教學後進行評量，以分析兩組學生在識字與閱讀理解能力之類化成效表現。本實驗教學研究結果如下：一、實驗組的學障學生在「自編繪本識字量測驗」與「自編繪本閱讀理解測驗」之立即成效表現上都顯著優於控制組。二、在繪本介入教學後，兩組學生在「中文年級認字量表」與「閱讀理解困難篩選測驗」之類化成效表現上未達顯著差異。此外，本研究並針對繪本介入教學對學習障礙學生的識字與閱讀理解之學習成效加以敘述並對未來研究、教學與評量提出建議。
The purpose of this study was to explore the immediate effects and generalization on word recognition and reading comprehension for students with learning disabilities after picture storybook instruction. In this study, a quasi-experimental method was used to explore how the 4th and 5th graders with LD perform immediately on word recognition and reading comprehension after the picture storybook instruction and to discuss their generalization abilities. Study samples were included 55 students qualified as LD by Tainan County Identification Committee. There were 29 students in the experimental group and the other 26 students were in the control group. This study was to explore the immediate effects of two groups on word recognition and reading comprehension based on self-developed tests after picture storybook instruction. Besides, this study was to discuss students’ generalization ability on word recognition and reading comprehension by using Chinese Literacy Scale and Reading Comprehension Difficulty Diagnosis Test to evaluate two groups after picture storybook instruction.The findings of this experimental teaching showed the results as follows:1. Students in the experimental group had better immediate performance on self-developed word recognition and reading comprehension tests than in the control group.2. Both groups had no significant difference in generalization on Chinese Literacy Scale and Reading Comprehension Difficulty Diagnosis Test.Besides, this research stated the influence of picture storybook instruction on word recognition and reading comprehension for students with LD. Moreover, this research also provided suggestion for further study, teaching, and assessments.
碩士
Creation Date: 2008
Format: 121 bytes
text/html
Language: 中文
Identifier: http://nutnr.lib.nutn.edu.tw/handle/987654321/3238
Source: NUTN IR

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繪本教學對學習障礙學生識字與閱讀理解之成效研究

黃信恩; Huang, Shin-an 詹士宜; Shih-Yi Chan; 特殊教育學系教學碩士班 2008

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