臺灣博碩士論文加值系統

本研究係以單一受試實驗設計之撤除設計，以台南市某國中兩名英語低成就之二年級學習障礙學生為對象，探討教導直接教學模式之「閱讀精熟方案課程」對國中學習障礙學生字彙拼讀之成效。
本研究係以「閱讀精熟方案課程」之內建測驗與內容來評量受試者在字彙拼讀上的學習表現，包含拼讀出完整字彙來評估英語字彙拼讀正確率及朗讀故事來評估英語字彙拼讀之流暢性，並以視覺分析等方法來探討學生字彙拼讀之成效。
本研究結果如下:
一、受試者在教學介入中，在拼讀出完整字彙的測驗表現上有明顯的提升，顯示「閱讀精熟方案課程」有助於促進提升學習障礙學生在英語字彙拼讀正確率表現。
二、受試者在教學介入中，在朗讀故事時，每分鐘可唸出的正確英語字彙量皆有往上提升的趨勢，顯示「閱讀精熟方案課程」有助於提升學習障礙學生在英語字彙拼讀流暢性表現。
三、受試者在維持期英語字彙拼讀正確率和流暢性的表現，大致上能保持處理期的水準，甚至更佳，顯示「閱讀精熟方案課程」的教學處理具有維持效果。
四、受試者在經過「閱讀精熟方案課程」的教學處理後，在類化測驗中遭遇未教過的英語字彙，亦能正確地預測英語字彙的拼讀，在拼讀流暢性的表現也有所提升，顯示教學處理的效果能類化到其他未學習過的英語字彙上。

The purpose of this study was to explore the effects of Reading Mastery program in teaching vocabulary reading in terms of two learning disabled students in junior high school by using single subject withdrawal design. Reading Mastery is a Direct Instruction approach for teaching basal reading strategies, including multiple instructional levels. The accelerated Fast Cycle program was used in the current study.
The tests used in the present study were adopted from Reading Mastery program. The accuracy of vocabulary reading was measured by reading whole vocabularies. The fluency of vocabulary reading was measured in terms of reading stories.
Results analyzed through visual analysis indicated that learning disabled students did improved, with Reading Mastery program, in vocabulary reading. Not only the accuracy but also the fluency of vocabulary reading of subjects were enhanced after implementing the intervention. Moreover, vocabulary reading skills of the subjects could be generalized to other new English vocabularies.

目次 I
表次 IV
圖次 V
第一章 緒論 1
第一節 問題背景與研究動機 1
第二節 研究目的與待答問題 5
第三節 名詞釋義 6
第二章 文獻探討 9
第一節 學習障礙學生的英語學習特質 9
第二節 早期英語閱讀學習 16
第三節 字母拼讀教學與相關實證研究 22
第四節 閱讀精熟方案課程的內容與相關研究 32
第三章 研究方法 45
第一節 研究設計 45
第二節 研究參與者 50
第三節 實驗教學程序與教材 52
第四節 研究工具 63
第五節 資料處理與分析 73
第四章 結果與討論 77
第一節 字彙拼讀正確率表現的視覺分析 77
第二節 字彙拼讀流暢性表現的視覺分析 88
第三節 研究參與者的行為觀察分析 100
第四節 綜合討論 112
第五章 研究結論與建議 119
第一節 研究結論 119
第二節 研究限制 122
第三節 研究建議 123
參考文獻 126
壹、中文部分 126
貳、英文部分 129
附錄一 閱讀精熟方案課程Level1原始課程內容範圍對照表 138
附錄二 閱讀精熟方案課程Level 1 能力指標分析 140
附錄三 家長同意書 145
附錄四 閱讀精熟方案課程調整之細目表 146
附錄五 音素與精熟測驗進度參照表 148
附錄六 調整後之課程內容對照表 149
附錄七 教學前兩週之課程教學內容範例 151
附錄八 課程實施流程範例 158
附錄九 測驗使用同意書 163
附錄十 閱讀精熟方案課程第一次安置測驗 164
附錄十一 學生基本資料表 165
附錄十二 字彙拼讀測驗範例 166
附錄十三 精熟測驗內容細目表 168
附錄十四 故事拼讀測驗範例 175
附錄十五 朗讀故事讀本範例 176
附錄十六 類化測驗題本 177
附錄十七 學生學習自我檢核表 178
附錄十八 實驗教學流程檢核表 179
附錄十九 類化測驗錯誤分析 180
附錄二十 故事拼讀測驗及朗讀故事讀本錯誤分析 182
附錄二十一 學生自我檢核摘要表 184


表次
表2-1 國外閱讀低成就之字母拼讀教學研究摘要表 25
表2-2 國內英語閱讀低成就學生之字母拼讀教學研究摘要表 27
表2-3 國內學習障礙學生之字母拼讀教學研究摘要表 30
表2-4 閱讀精熟方案課程的相關研究 40
表3-1 研究參與者基本資料 51
表3-2 實驗階段與測驗內容對照表-字彙拼讀正確率 71
表3-3 實驗階段與測驗內容對照表-字彙拼讀流暢性 72
表3-4 評分者一致性信度 76
表4-1 參與者甲英語字彙拼讀正確率表現彙整表 78
表4-2 參與者甲英語字彙拼讀正確率階段內視覺分析摘要表 81
表4-3 參與者甲英語字彙拼讀正確率階段間視覺分析摘要表 82
表4-4 參與者乙英語字彙拼讀正確率表現彙整表 83
表4-5 參與者乙英語字彙拼讀正確率階段內視覺分析摘要表 86
表4-6 參與者乙英語字彙拼讀正確率階段間視覺分析摘要表 87
表4-7 參與者甲英語字彙拼讀流暢性表現彙整表 89
表4-8 參與者甲英語字彙拼讀流暢性階段內視覺分析摘要表 92
表4-9 參與者甲英語字彙拼讀流暢性階段間視覺分析摘要表 93
表4-10 參與者乙英語字彙流暢性表現彙整表 94
表4-11 參與者乙英語字彙拼讀流暢性階段內視覺分析摘要表 97
表4-12 參與者乙英語字彙拼讀流暢性階段間視覺分析摘要表 98

圖次
圖2-1 閱讀精熟方案課程之音素表 38
圖3-1 研究架構圖 45
圖3-2 介紹新音素範例 54
圖3-3 不同音素的辨識範例 54
圖3-4 發音練習範例 55
圖3-5 say it fast 範例 56
圖3-6 say the sounds 範例 56
圖3-7 say the sounds–say it fast範例 56
圖3-8 sounds – say it fast範例 56
圖3-9 押韻口語指導範例 57
圖3-10 配合音素之押韻範例 57
圖3-11 sound out 範例 57
圖3-12 規則字拼讀範例 58
圖3-13 不規則字拼讀範例 58
圖3-14 押韻字拼讀範例 59
圖3-15 停頓音為首字拼讀範例 59
圖3-16 特定字尾字彙拼讀範例 59
圖3-17 雙子音為首字彙拼讀範例 59
圖3-18 故事讀本範例 60
圖3-19 作業練習之發音範例 60
圖3-20 作業練習之書寫範例 61
圖3-21 音素辨識精熟測驗 67
圖3-22 音素結合精熟測驗 67
圖3-23 字彙拼讀精熟測驗 67
圖3-24 句子拼讀精熟測驗 67
圖4-1 參與者甲英語字彙拼讀正確率曲線圖 79
圖4-2 參與者乙英語字彙拼讀正確率曲線圖 84
圖4-3 參與者甲英語字彙拼讀流暢性曲線圖 90
圖4-4 參與者乙英語字彙拼讀流暢性曲線圖 95

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