交互教學法對讀理解困難學生教學之研究

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交互教學法對讀理解困難學生教學之研究
著者: 何嘉雯; Ho, Chia-Wen
李芃娟; Pone-Chuan Lee; 特殊教育學系碩士班
主題: 困難; 交互教學法; 閱讀理解; Difficulty; Reading Comprehension; Reciprocal Teaching
描述: 本研究目的旨在瞭解交互教學法對閱讀理解困難學生閱讀理解能力的影響，研究對象為三名國小四年級閱讀理解困難兒童，以單一受試研究法之跨受試多基線設計進行本研究，研究工具包括「閱讀理解測驗」、「中文閱讀理解測驗」、學生及教師的意見訪談表和錄影帶記錄受試者使用澄清、提問、摘要、預測四項閱讀理解策略的情形。經研究資料處理分析後，本研究之主要發現如下：一、交互教學法對國小閱讀理解困難學生之閱讀理解能力具有教學成效與保留效果。二、國小閱讀理解困難學生對「文章中明示的問題」、「文章中隱含的問題及涉入個人經驗的問題」等題型均呈現進步的狀況。三、國小閱讀理解困難學生接受交互教學法，在「中文閱讀理解測驗」之後測表現顯示有進步。四、國小閱讀理解困難學生在提問、摘要、澄清、預測等閱讀理解策略的使用，以摘要、澄清、提問較常使用，預測較少使用。五、交互教學法教學的效果獲得閱讀理解困難學生及班級教師的支持。
The purpose in this study was to examine the effectiveness of reciprocal teaching on students with reading comprehension difficulties. The multiple baseline across-groups design of single-subject research was used in this study. Three fourth grade students with reading comprehension difficulties were chosen as research subjects. Tools adopted by this study were “Reading Comprehension Test”、“Chinese Reading Comprehension Test”、opinion interview list and four strategies(clarifying、questioning、summarizing、predicting) were also recorded by video during the proceeding of reciprocal teaching and analyzed. Result indicated that: 1. Reciprocal teaching could improve and maintained subjects’ reading comprehension ability. 2. Subjects had showen progress in types of “textually explicit questions”and “textually implicit questions and scriptually explicit questions”on Reading Comprehension Test. 3. There were improvements on subjects’ reading comprehension ability showen in “Chinese Reading Comprehension Test”. 4. Among the four reading comprehension strategies, subjects tended to use summarizing、clarifying and questioning more often than predicting. 5. Subjects and teachers confirmed that reciprocal teaching could improve reading comprehension ability.
碩士
建立日期: 2003
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5088
資源來源: NUTN IR

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交互教學法對讀理解困難學生教學之研究

何嘉雯; Ho, Chia-Wen 李芃娟; Pone-Chuan Lee; 特殊教育學系碩士班 2003

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