報讀與口述回答之評量調整措施對國中學習障礙學生閱讀理解表現之比較研究

dc.contributor杜正治zh_TW
dc.contributor.author張瑞娟zh_TW
dc.contributor.authorCHANG, JUI-CHUANen_US
dc.date.accessioned2019-08-28T12:00:21Z
dc.date.available2012-6-17
dc.date.available2019-08-28T12:00:21Z
dc.date.issued2012
dc.description.abstract本研究旨在探討報讀與口述回答之評量調整措施對國中學習障礙學生閱讀理解表現之比較研究。研究對象為就讀於新北市立某國中身心障礙資源班之三名學習障礙學生,以單一受試法交替處理設計進行閱讀理解測驗。 本研究的自變項為報讀與口述回答兩種評量調整措施;主要依變項則為閱讀理解表現。研究者以閱讀理解測驗結果,分析實驗介入後受試者閱讀理解能力的表現。本研究結果如下: 一、 在閱讀理解測驗「理解能力」上,受試甲、受試乙、受試丙接受報讀後的表現明顯優於口述回答,。 二、 在閱讀理解測驗「分析能力」上,受試甲和受試丙接受報讀後的表現明顯優於口述回答,受試乙的表現則無法看出兩者差異。 三、 在閱讀理解測驗「整體表現」上,受試甲和受試丙接受報讀後的表現明顯優於口述回答,受試乙的表現則無法看出兩者差異。 四、 最後再根據上述研究結果做進一步討論並提出相關建議,以供未來 教學及研究之參考。zh_TW
dc.description.abstractThe purpose of the study was to investigate the effectiveness of assessment accommodations on the performance of reading comprehension test for junior high school students with learning disabilities. The participants of the research are three students with learning disabilities placed in the resource class of a junior high school in New Taipei City for those with mental retardation who accepted reading aloud and dictated response as assessment accomdations. The alternating treatments design of the single subject experimental design was employed in this study. The independent variables were two assessment accommodations: reading aloud and dictated response, whereas the dependent variable was the performance of reading comprehension. Based on the results of the reading comprehension test, the reseracher analyze the performance of reading comprehension after the experimental intervention. The results of the reseach were demonstrated as follows: 1. In terms of the “comprehensive ability” on the reading comprehension test, the performance of all the three participants accepting reading aloud service is obviously superior to the performance after their acceptance of dictated response. 2. In terms of the “analyzing ability” on the reading comprehension test, the performance of participants A and C who accetped reading aloud service is conspicuously better than their performance assisted by dictated response, whereas there is no difference in participant B’s performance. 3. In terms of the “overall performance” on the reading comprehension test, participants A and C did evidently better with the assistance of reading aloud than dictated response; however, there is no difference in participant B’s performance. 4. At last, relevant suggestions and further discussions based on the above research results were proposed for the future teaching and study.en_US
dc.description.sponsorship特殊教育學系zh_TW
dc.identifierGN0596091314
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0596091314%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91696
dc.language中文
dc.subject報讀zh_TW
dc.subject口述回答zh_TW
dc.subject閱讀理解zh_TW
dc.subject評量調整zh_TW
dc.subject學習障礙zh_TW
dc.subjectRead alouden_US
dc.subjectresponseen_US
dc.subjectreading comprehensionen_US
dc.subjectassessment accommodationsen_US
dc.subjectstudents with learning disabilitiesen_US
dc.title報讀與口述回答之評量調整措施對國中學習障礙學生閱讀理解表現之比較研究zh_TW
dc.titleThe Comparative Study on Assessment Accommodations of Reading Aloud and Response on the Performance of Reading Comprehension Test for Junior High School Students with Learning Disabilitiesen_US

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