洪儷瑜Li-Yu Hung詹琇晴Hsiu-Ching Chan2019-08-282014-7-212019-08-282014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN060109001E%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91775　　本研究旨在探討克漏字、問題回答與一分鐘朗讀三種不同課程位測量之信、效度，以及其運用於國中資源班學生接受閱讀策略教學之閱讀成長監控的效果。研究對象分為二部分，信度取樣自台北市某國中七年級324名學生，施測克漏字與問題回答七個複本；效度及成長監控則是101學年度參與台北市資源班國中語文精進課程的32名學生，實施常見字流暢性測驗、詞彙成長測驗、篇章理解測驗與閱讀理解成長測驗等閱讀成分測驗，以及克漏字、問題回答與一分鐘朗讀三種課程本位測量。 　　研究資料以描述統計、積差相關、迴歸分析與變異數分析等方法分析所得研究結果及發現如下： 一、克漏字與問題回答具複本信度，但整體之複本信度略低於文獻研究之發現。克漏字、問題回答與一分鐘朗讀皆具效標關聯效度，且其效度隨效標成分不同而有差異，克漏字與識字解碼、詞彙知識與閱讀理解的效標有顯著正相關；問題回答與詞彙知識、閱讀理解的效標有顯著正相關，且因其與閱讀理解之相關顯著，與識字解碼則無，亦具區辨效度；一分鐘朗讀與識字解碼、詞彙知識之效標亦具顯著正相關。 二、不同課程本位測量因其形式不同與閱讀成分的關係也不相同。克漏字形式與識字解碼、詞彙知識及閱讀理解成分皆有顯著相關，但與識字解碼、詞彙知識關係較為穩定；問題回答形式與詞彙知識、閱讀理解成分的效標有顯著相關，且與閱讀理解之關係最為穩定；一分鐘朗讀則是與識字解碼、詞彙知識之效標有顯著相關，與識字解碼之相關較高，不過其與二種成分之關係較不穩定。三種課程本位測量對識字解碼、詞彙知識與閱讀理解的總解釋量皆有貢獻，但依成分不同所佔比例不盡相同。 三、不同課程本位測量對閱讀成長的敏感度有差異，以克漏字反應最快，在下學期之斜率改變達顯著水準；問題回答之成長反應次之，在全學年之表現改變達顯著水準；而一分鐘朗讀在一學年或下學期均未能反應成長，對國中補救教學最不敏感。The purposes of this study was to explore the reliability and validity of three different curriculum-based measurement (CBM), cloze, question answering, and oral reading fluency. Also examining the effectiveness of CBM in reading progress monitoring of students receiving strategic reading instructions in resource rooms of junior middle schools was another purpose. Participants for reliability were 324 seventh-grade students in Taipei, each completing three alternate-form of cloze and question answering. There were 32 participants for validity and progress monitoring in resource rooms of junior middle schools in Taipei, who completing three reading comprehension tests and three CBM. The data were analyzed using descriptive statistics, Pearson product-moment correlation, regression analysis and two-way ANOVA. The results of the study were as follows : 1. Cloze and question answering have alternate-form reliability. Although reliability for both cloze and question answering were slightly lower than findings of literature. Criterion-related validities for cloze, question answering and oral reading fluency were different with comprehension of criterion. Cloze demonstrated the most significant positive correlation with criterion of word study, lexical knowledge and reading comprehension. Question answering demonstrated significant positive correlation with criterion of lexical knowledge and reading comprehension. Oral reading fluency demonstrated significant positive correlation with criterion of word study and lexical knowledge. 2.The correlations between CBM and reading comprehension varied when different forms of CBM applied. Correlations for the cloze were consistent and statistically significant with word and vocabulary knowledge. Correlations for question answering were consistent and statistically significant with reading comprehension. Correlations for oral reading fluency can be statistically significant with word and vocabulary knowledge, yet less consistent compared with the other 2 measurements. 3.Therefore sensitivity to reading progress in the three CBM were different. Cloze was most sensitive to the growth for students in resource rooms of junior middle schools, followed by question answering. Oral reading fluency was insensitive to growth in students.課程本位測量閱讀成分國中資源班閱讀成長監控克漏字問題回答一分鐘朗讀curriculum-based measurementreading comprehensionresource rooms of junior middle schoolsreading progress monitoringclozequestion answeringoral reading fluency