高中職學習障礙學生的學習風格、閱讀策略與英語閱讀能力之關係

Abstract

在全球化的潮流下，英語的重要性不言可喻。教育部亦將高中英文列為「必修」科目，然而，高中職學習障礙學生在學習英語時，卻面臨許多困難。本研究旨在暸解高中職學習障礙學生的學習風格、閱讀策略及英語閱讀能力之間的關係。 本研究採用調查研究法，以臺北市、新北市及桃園市之高中職學習障礙學生為研究對象，共收回286份有效問卷。本研究以「Kolb學習風格量表」、「英語閱讀策略調查表」及「全民英檢初級閱讀測驗」為研究工具，所得資料採用描述性統計來瞭解高中職學習障礙學生在學習風格、閱讀策略及英語閱讀能力的現況；以Kruskal-Wallis檢定、獨立樣本T檢定進行差異分析；以Spearman等級相關、Pearson積差相關探討學習風格、閱讀策略及英語閱讀能力的相關情形。研究結果摘要如下： 一、高中職學習障礙學生的學習風格以擴散型最多，調適型次之，同化型第三，聚斂型最少；其閱讀策略使用頻率中等；其英語閱讀能力遠低於一般高中職學生。 二、學習風格傾向抽象概念（思考）的學生，其閱讀策略使用頻率較高；傾向主動驗證（執行）的學生，其閱讀策略使用頻率較低。 三、閱讀策略與英語閱讀能力正相關，且英語閱讀能力高的學習障礙學生，閱讀策略使用較為頻繁。 依據研究結果及研究限制提出相關建議，以供學校、教師及未來研究之參考。

Nowadays, the worldwide trend of learning English has made the impact on the announcement of Ministry of Education that English is served as a compulsory subject in senior high school curriculum. However, students with learning disabilities (LD) may encounter difficulties related to learning English as foreign language. The study is to explore the relationships among learning styles, reading strategies, and English reading performance of senior high school students with LD. In this survey research, 286 participants from Northern part of Taiwan were asked to complete three measures of Kolb Learning Style Inventory, Modified Survey of Reading Strategies Questionnaire, and the elementary level of General English Proficiency Test. The data were analyzed by Spearman's Rank Correlation Coefficient, Pearson Product-Moment Correlation Coefficient, Kruskal-Wallis test and Independent T test. Findings suggest the following: 1.Among all types of learning styles of students with LD, “Diverging” is the mostly used, “Accommodating” comes the second, “Assimilating” ranks the third, and “Converging” at last. The usage frequency of reading strategies of students with LD is moderate. Students with LD scored significantly lower on English reading performance than students without LD. 2.Students with LD with the tendency of abstract conceptualization, tend to use reading strategies more frequently than those with the tendency of active experimentation. 3.The result supports a positive association between reading strategies and English reading performance. Students with LD who scored higher on English reading performance tend to use reading strategies more frequently. School educators might use the study result to better serve students with learning disabilities. Extended future research is also recommended.