| 摘要: | 本研究第二年度工作旨在建立國民小學四年級至六年級學生閱讀理解能力的常模,以作為日後教師教學或評量時使用。 此外,本研究另篩選出國小四年級至六年級之閱讀障礙學生以作為研究之樣本,並探討不同年級、性別的閱讀障礙學生在閱讀錯誤類型之差異情形,且與正常學生做比較,瞭解不同年級及組別在閱讀錯誤類型得分的差異情形。 研究樣本以中部地區台中縣、台中市、彰化縣、南投縣等四縣市,國小四年級至六年級,每年級篩選出54名閱讀障礙學生,共計162名。以「國民小學閱讀理解測驗」為工具,進行錯誤類型分析。研究的結果如下:(1)國小四、五、六年級正常學生在閱讀理解測驗的得分均高於閱讀障礙學生,閱讀障礙學生較正常學生易犯字句增刪、字句修改、無法回憶基本事實、無法回憶序列及無法回憶主題等錯誤類型。(2)閱讀障礙學生在字句修改與回憶序列兩錯誤類型之表現優於回憶主題。(3)六年級閱讀障礙學生在字句增刪、字句修改、回憶基本事實、回憶主題及整體閱讀理解的能力均明顯的優於五年級閱讀障礙學生;在回憶基本事實及整體閱讀理解能力亦優於四年級閱讀障礙學生。四、五年級學生在各種錯誤類型上沒有差異。(4)男女生在五種錯誤類型上的表現無明顯的差異。(5)視聽閱讀測驗方式在總分、回憶基本事實及回憶序列等錯誤類型的得分優於單一視覺性閱讀測驗方式。(6)閱讀障礙學生在閱讀過程中,常出現動作緊張、不安定、及閱讀姿勢不良等特殊習慣。且加入聽覺性施測方式作答速度較快。(7)國小兒童的閱讀理解能力會隨年級的升高而增加;惟學生閱讀理解能力的團體差異情形,會隨年級的升高而降低。 根據上述研究結果,本研究提出對教師及進一步研究之建議,以供未來研究之參考。
The purposes of this study for the second year were to establish the norm of Reading Comprehension Test and to investigate the error patterns of reading of students with reading disability from grades four to six and the differences of error patterns in different groups, grades, and sex. The subjects were 162 students with reading disability and 162 regular students. The main findings are summarized as follows: (1) Regular students had a significantly higher score than students with reading disability on the reading comprehension assessment. (2) Students with reading disability had significantly higher score both in "substitution" and "recall sequence" than in the "recall theme". (3) Students with reading disability in the sixth grade had a significantly higher score than those in the fifth grade in "omission and insertion", "substitution", "recall basic facts", "recall theme". Students with reading disability in the sixth grade had a significantly higher score than those in the fourth grade in "recall basic facts". (4) There was no significant difference in different sex on error patterns. (5) The test of visual-auditory method had a significantly higher score than the test of visual method in "total score", "recall basic facts", "recall sequence". (6) Students with reading disability had special reading habits in "reading process". (7) The ability of reading comprehension of students at higher grade of elementary schools was better than that of lower grade students' performance, but the variance of each grade was decreased when the grade became higher. According to the findings, some suggestions were proposed for education and future studies. |
