臺灣博碩士論文加值系統

本研究旨在探討音韻覺識教學法對提升國中閱讀障礙學生英文音韻覺識與英文識字能力的成效。受試者為三名國中閱讀障礙學生，採用單一受試實驗之跨受試多探測設計，了解自變項對受試者英文音韻覺識與識字能力是否具有立即成效與維持成效。本研究自變項稱音韻覺識係指使用直接明確的字母原則教學，教導字母與其發音的對應關係，教學內容共八個單元，每個單元包含四堂課，最後一週總複習，共進行九週。教學實驗結束後，間隔一週再進行維持期的探測。本研究依變項為自編「音韻覺識能力測驗」及「英文識字能力測驗」之得分，用以了解受試者英文音韻覺識與英文識字的學習成效。前者包含分辨押韻字、分辨起始音、頭尾韻合成、頭尾韻分割，與聽音辨字共五項得分；後者為英文單字唸讀得分。
本研究結果發現：
1. 音韻覺識教學對提升國中閱讀障礙學生音韻覺識能力具有立即成效與維持成效。
2. 音韻覺識教學對提升國中閱讀障礙學生英文識字能力具有立即成效與維持成效。
根據上述結果，本研究對音韻覺識的教學與未來研究提出相關建議，供往後研究參考。

The purpose of this research was to explore the effects of phonological awareness on English phonological awareness and English vocabulary pronunciation of junior high school students with reading disability. The multiple probes across subject design was used as the research method to understand whether the independent variable had immediate and maintained effects on the subjects who were three junior high school students with reading disability.The independent variable of this research, phonological awareness, was to teach the relationship between alphabets and their pronunciations by applying direct and explicit alphabetic principle teaching. The teaching material contained eight units and each of them included four sessions. Review sessions were arranged as the final week, the duration of the treatment was nine weeks. The dependent variable was self-made “Phonological Awareness Test” and “English Vocabulary Reading Test”, the former one included rhyming discrimination, onset discrimination, onset-rime blending, onset-rime segmentation, and choosing correct vocabulary; the latter one contained English vocabulary pronunciation.
The findings of this research were shown below:
1. Phonological awareness had immediate and maintained effects on the performance of phonological awareness of junior high school students with reading disability.
2. Phonological awareness had immediate and maintained effects on the performance of English vocabulary pronunciation of junior high school students with reading disability.
Based on the results mentioned above, suggestions for instruction and future studies of phonological awareness were offered for future reference.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 4
第三節 名詞釋義 5
第二章 文獻探討 9
第一節 音韻覺識的定義與內涵 9
第二節 閱讀障礙學生英文識字能力 16
第三節 音韻覺識教學的相關研究 19
第三章 研究方法 27
第一節 研究架構與研究設計 27
第二節 研究對象 32
第三節 研究工具 34
第四節 教學設計 36
第五節 研究程序 38
第六節 資料處理與分析 40
第四章 結果與討論 43
第一節 各階段內與相鄰階段間「音韻覺識測驗」整體及分測驗之目視分析 43
第二節 各階段內與相鄰階段間「英文識字測驗」整體得分之目視分析 81
第三節 教學觀察與省思 88
第四節 綜合討論 92
第五章 結論與建議 97
第一節 結論 97
第二節 研究限制 98
第三節 建議 99
參考文獻 101
附錄一 家長同意書 108
附錄二 英語基礎能力診斷測驗 109
附錄三 音韻覺識測驗(主試者用) 111
附錄四 音韻覺識測驗(受試者用) 113
附錄五 英文識字測驗(受試者用) 115
附錄六 英文識字測驗(主試者用) 115
附錄七 國民中小學英語基本字彙1200字詞 116
附錄八 教學活動設計(以單元一為例) 122
附錄九 音韻覺識與識字測驗(以第一周為例) 125

中文文獻
王亭筌（2012）。字母拼讀法對提升國中輕度智能障礙學生英語識字量成效之研究。國立彰化師範大學特殊教育學系碩士論文，未出版。
王瓊珠（2014）。低成就學生之心理特質與輔導。載於陳淑麗、宣崇慧（主編），帶好每一個學生：有效的補救教學（頁31-37）。台北：心理。
周中天（2002）。回歸課程綱要─解決國中國小英語課程銜接問題。師友月刊，425，6-11。
李文弘（2002）。學習障礙學生的教學與輔導。師友月刊，423，47-50。
林家慧（2006）。國中小學生英文認字錯誤組型分析之研究。國立台南大學教育學系課程與教學碩士班碩士論文，未出版。
林家慧、黃秀霜、陳惠萍、侯靖紋（2009）。國中學生英文認字錯誤組型分析之研究。課程與教學季刊，12（2），223-250。
孟瑛如（2002）。學習障礙與補救教學 : 教師及家長實用手册。台北：五南。
林秀芝、蘇淑貞（2003）。從技職生之英語程度談中等教育英語文補救教學的急迫性。中等教育，54（6），150-161。
張武昌（2006）。台灣的英語教育：現況與省思。教育資料與研究雙月刊，69，129-144。
張武昌（2012）。從David Graddol的English Next談台灣英語教育的幾個關鍵議題。English Career，29，26-30。
張武昌、葉錫南、周碩貴、游毓玲、陳秋蘭、廖美玲（2007）。專題討論：台 灣英語教育政策對英語教學影響調查研究。2007 國際應用英語教學研討會暨工作坊論文集，672-686。
邵慧綺（2003）。視知覺能力與聲韻能力對閱讀障礙者識字學習之影響。特殊教育季刊，87，27-33。
洪燕玲、黃秀霜、林娟如、周奕良、柳雅梅、謝麗雪（2006）。國中小英文認字測驗之編制。測驗學刊，53（2），155-180。
郭惠玲（2002）。自然發音法對國中輕度智能障礙學生在英語字彙學習成效之研究。國立彰化師範大學特殊教育學系在職進修專班碩士論文，未出版。
許天威（2003）。個案實驗研究法。台北：五南。
教育部（2013）。身心障礙及資賦優異鑑定辦法。102年09月02日。取自：http://law.moj.gov.tw/LawClass/LawAll.aspxPCode=H0080065
康軒（2014）。字母拼讀與K.K.音標對照範例。載於康軒（主編），國民中學英語課本（第一冊）（137頁）。台北：康軒。
陳淑嬌（2014）。全球化下的台灣英文教育：政策、教學及成果。教育人力與專業發展，31（2），7-20。
陳淑麗（2009）。以自然發音法幫助英語低成就國中生之補救教學。載於陳淑麗，弱勢學童讀寫希望工程-課輔現場的了解與改造(頁119-146)。台北：心理。
陳栩軍（2009）。國小學童英語自然發音法在英語科補救教學之研究。國立雲林科技大學技術與職業教育研究所碩士論文，未出版，雲林。
許毓玓（2007）。單字分類法對國中學習障礙學生在英語字彙發音及拼字之成效研究。國立彰化師範大學特殊教育學系所碩士論文，未出版，彰化。
張佳燕（2012）。字母拼讀法結合記憶策略對國中學習障礙學生英文字彙學習之成效。國立台南大學特殊教育學系碩士論文，未出版，台南。
張寶娟（2007）。字母拼讀教學法對增進國中英語學習困難學生英文讀寫字學習成效之探討。國立臺灣師範大學特殊教育學系教學碩士論文，未出版，台北。
鈕文英、吳裕益（2015）。單一個案研究法—研究設計與後設分析。台北：心理。
黃柏華（2004）。國中讀寫障礙學生在英文讀寫字能力表現之相關研究。國立台灣師範大學特殊教育學系碩士論文，未出版。
黃柏華、洪儷瑜（2007）。國中讀寫障礙學生在英文讀寫字能力表現之相關研究。特殊教育研究學刊，32（3），39-62。
曾世杰（2004）。聲韻覺識、唸名速度與中文閱讀障礙。台北：心理。
楊滿春（2011）。節首輔音韻腳字母拼讀法對國中學習障礙學生英語字彙發音及拼字成效。國立彰化師範大學特殊教育學系碩士論文，未出版。
黃婷婷（2013）。KK音標or自然發音？！國中七年級英語發音教學之省思。臺灣教育 評論月刊，2（5），22-24。

英文文獻
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders. (5th ed.). Washington, DC:
American Psychiatric Association.
Bender, W. N. (2008). Learning disabilities: Characteristic, identification, and teaching strategies. (6th ed.). Boston,MA: Allyn and Bacon.
Bender, W. N., & Larkin, M. J. (2009). Reading strategies for elementary students with learning difficulties: Strategies for RTI. (2nd ed.). (pp. 23-37). Thousand Oaks, CA: Corwin Press.
Bentin, S. (1992). Phonological awareness, reading and reading acquisition: A survey and appraisal of current knowledge (SR-111/112). Retrieved from Yale University, Haskins Laboratories website:
http://www.haskins.yale.edu/sr/SR111/SR111_13.pdf
Bentin, S., Hammer, R., & Cahan, S. (1992). The effect of aging and first grade school on the development of phonological awareness (SR-109/110). Retrieved from Yale University, Haskins Laboratories website:
http://www.haskins.yale.edu/sr/sr109/sr109_11.pdf
Blachman, B. A. (1991). Phonological awareness and word recognition: Assessment and intervention. In Kamhi, A. G., & Catts,H. W. (Eds.), Reading disabilities: A developmental language perspective. (pp. 136-153). Needham Heights, MA: Allyn and Bacon.
Blachman, B. A. (1994). What we have learned from longitudinal studies of phonological processing and reading, and some unanswered questions: A response to Torgesen, Wagner, and Rashotte. Journal of Learning Disabilities, 27(5), 287-291.
Blevins, W. (2001). Teaching phonics and word study in the intermediate grades: A complete sourcebook (pp. 42-44). New York, NY: Scholastic Professional books.
Blevins, W. (2006). Phonics from A to Z. New York, NY: Scholastic Teaching Resources. Retrieved from:
http://bpsassets.weebly.com/uploads/9/9/3/2/9932784/phonics_from_a_to_z_.pdf
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read-a causal connection. Nature, 301(3), 419-421.
Catts, H. W. (1991a). Early identification of dyslexia: Evidence from a follow-up study of speech-language impaired children. Annals of Dyslexia, 41, 163-177.
Catts, H. W. (1991b). Phonological processing deficits and reading disabilities. In Kamhi, A. G. & Catts, H. W. (Eds.),Reading disabilities: A developmental language perspective. (p.111). Needham Heights, MA: Allyn and Bacon.
Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal Speech, Language, and Hearing Research, 51, 1569-1579.
Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142-1157.
Chard, D. J., & Dickson, S. V. (1999). Phonological awareness: Instructional and assessment guidelines. Intervention in School and Clinic, 34(5), 261-270.
Coyne, M. D., Kameenui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners.(4th ed.). (pp.49-73). Boston, MA: Pearson Education.
DeVries, B. A. (2011). Literacy assessment and intervention for classroom teachers. (3rd ed.). (pp.76-84).Scottsdale, AZ: Holcomb Hathaway Publishers.
Ehri, L. C. (1987). Learning to read and spell words. Journal of Reading Behavior, 19(1), 5-31.
Felton, R. H. (1993). Impacts of instruction on word identification skills in children with phonological processing problems. In Joshi, R. M., & Leong, C. K. (Eds.), Reading disabilities: Diagnosis and component processes. (pp.267-278). Dordrecht, the Netherlands: Kluwer Academic Publishers.
Goldsworthy, C. L. (2001). Sourcebook of phonological awareness activities: Children’s core literature (Vol 2, pp.1-3). San Diego, CA: Singular Thomson Learning.
Graddol, D. (2006). English next (Vol. 62). London: British Council. Retrieved from:
http://englishagenda.britishcouncil.org/sites/ec/files/books-english-next.pdf
Live ABC互動英語教學集團（2012）。我的第一本發音書。台北：希伯崙。
Lyon, G. R. (1995). Research initiatives in learning disabilities: Contributions from scientists supported by the National Institute of Child Health and Human Development. Journal of Child Neurology, 10(1), S120-S126.
MacInnis, C. & Hemming, H. (1995). Linking the needs of students with learning disabilities to a whole language curriculum.Journal of Learning Disabilities, 28(9), 535-544.
McBridge-Chang, C. & Ho, C. S-H. (2000). Developmental issues in Chinese children’s character acquisition. Journal of Educational Psychology, 92(1), 50-55.
Meschyan, G., & Hernandez, A. E. (2004). Cognitive factors in second-language acquisition and literacy learning. In Stone, C. A., Silliman, E. R., Ehren, B. J., & Apel, K. (Eds.), Handbook of language and literacy: Development and disorder.(p.74). New York, NY: The Guilford Press.
Mody, M. (2004). Neurobiological correlates of language and reading impairments. In Stone, C. A., Silliman, E. R., Ehren, B. J., & Apel, K. (Eds.), Handbook of language and literacy: Development and disorder. (pp.49-50). New York, NY: The Guilford Press.
Morais, J. (1991). Constraints on the development of phonemic awareness. In Brady, S. A., & Shankweiler, D. P. (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman. (pp.6-7). Hillsdale, NJ: Lawrence Erlbaum Associates.
Morais, J. (1993). Phonemic awareness, language and literacy. In Joshi, R. M., & Leong, C. K. (Eds.), Reading disabilities: Diagnosis and component processes. (pp.175-184). Dordrecht, the Netherlands: Kluwer Academic Publishers.
Pressley, M. (2006). Reading instruction that works: The case for balanced teaching. (3rd ed.). (pp. 111-112, 150-151). New York, NY: The Guilford Press.
Pugh, K. R., Mencl, W. E., Jenner, A. R., Katz, L., Frost, S. J., Lee, J. R., … Shaywotz, B. A. (2000). Functional
neuroimaging studies of reading and reading disability (developmental dyslexia). Mental Retardation and Developmental Disabilities Research Reviews, 6, 207-213.
Pugh, K. R., Mencl, W. E., Jenner, A. R., Lee, J. R.,Katz, L., Frost, S. J., …Shaywotz, B. A. (2001).Neuroimaging studies of reading development and reading disability. Learning Disabilities Research & Practice, 16(4), 240-249.
Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27(1), 28-53.
Roth, F. P. (2004). Word recognition assessment framework. In In Stone, C. A., Silliman, E. R., Ehren, B. J., & Apel, K. (Eds.), Handbook of language and literacy: Development and disorder. (p.463-464). New York, NY: The Guilford Press.
Scarborough, H. S. (2005). Developmental relationships between language and reading: Reconciling a beautiful hypothesis with some ugly facts. In Catts, H. W. & Kamhi, A. G. (Eds.), The connections between language and reading disabilities. (pp.3-24). Mahwah, NJ: Erlbaum.
Scarborough, H. S., & Fowler, A. E. (1993). The relationship between language disorders and reading disabilities. American Speech-Language Hearing Association, 3, 12-15.
Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K, Skudlarski, P., … Gore, J. C. (2004). Development of occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Society of Biological Psychiatry, 55, 926-933. doi: 10.1016/j.biopsych.2003.12.019
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. (pp.51-57). Washington, DC: National Academy Press.
Sousa, D. A. (2007). How the special needs brain learns.(2nd ed.). (pp.83-118). Thousand Oaks, CA: Corwin Press.
Spear-Swerling, L., & Sternberg, R. J. (1994). The road not taken: An integrative theoretical model of reading disability. Journal of Learning Disabilities, 27(2), 91-103.
Tan, L. H., Laird, A. R., Li, K., & Fox, P. T. (2005). Neuroanatomical correlates of phonological processing of Chinese characters and alphabetic words: A meta-analysis. Human Brain Mapping, 25, 83-91.
Torgensen, J. K., Morgan, S. T., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84(3), 364-370.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27(5), 276-286.
Torgesen, J. K. & Mathes, P. G. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Austin, TX: PRO-ED.
Trauzettel-Klosinski, S., Durrwachter, U., Klosinski, G., & Braun, C. (2006). Cortical activation during word reading and picture naming in dyslexic and non-reading-impaired children. Clinical Neurophysiology, 117, 1085-1097.
Troia, G. A. (2004). Phonological processing and its influence on literacy learning. In Stone, C. A., Silliman, E. R., Ehren, B. J., & Apel, K. (Eds.), Handbook of language and literacy: Development and disorder. (pp.271-275). New York, NY: The Guilford Press.
U.S. 107th Congress. [P. L. 107-110], No Child Left Behind Act. Washington: Government Printing Office, 2001.
U.S. Department of Education. (2002). Early Reading First. Washington, DC: Author. Retrieved from
http://www2.ed.gov/programs/earlyreading/index.html
U. S. Department of Health and Human Services, National Institute of Health, National Reading Panel. (2000). Teaching children to read: An evidenced-based assessment of the scientific literature on reading and its implications for reading instruction (NIH Pub. No. 00-4769). Retrieved from http://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf
Vellutino, F. R. (1991). Introduction to three studies on reading acquisition: Convergent findings on theoretical
foundations of code-oriented versus whole-language approaches to reading instruction. Journal of Educational Psychology, 83(4), 437-443.
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities:New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73-87.
Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2),
130-143.