國小閱讀障礙學生閱讀理解策略之研究

[[abstract]]本研究主要以年級間縱貫面與年級內橫斷面的比較，探討閱讀障礙與高閱讀靂有學生閱讀理解策略的使用情形。以臺中市南屯國小四、五、六年級之閱讀障礙與高閱讀能力學生各三名，共十八名學生為本研究之樣本，採克漏字閱讀理解材料之閱讀實作情境，配合閱讀理解策略晤談方式、，錄音騰為逐字稿資料之後進行各項策略的歸類與分析比較，結果如下：一、所有學生使用的閱讀理解策略共歸為十大類，依使用次數的多寡依序為：(1)前後文線索、(2)上下關鍵字、(3)先前經驗、(4)文意合理化、(5)注意標題、(6)參照文章用字、(7)上下詞意、(8)文章組織、(9)精緻化、(10)擬物化。二、閱讀讀能力學生在各年級間的閱讀理解的策略使用置前無明顯的差異且沒有因年級的增加而在策略使用上有明顯的改變。三、高閱讀能力學生在各年級間的策略使用類別上同質性相當高，具較低年級的高閱讀能力學生在文章難度增加時，其策略使用方式與較高年級的的高閱讀能力學生並無明顯差異。四、閱讀障礙學生最常使用的策略類別為上下關鍵字策略，其次為文意合理化、前後文線索策略與先前經驗等策略類別。文意合理化策略中以改變文意此小類居使用多數；前後文身索策略則主要以前文線索為使用多數。五、高閱讀能力學生最常使用的策略類別為前後文線索，其次則為先前經驗、上下關鍵字、注意標題等策略類吸，而前後文線索主要集中於前文線索此小類；先前經驗則以語言經驗的使用居多數。六、高閱讀能力學生在前後文線索偶先前經驗兩項策略使用次數明顯較高於閱讀障礙學生；而在上下關鍵字與文意合理化兩項策略的使用上則明顯較低於閱讀障礙學生。 The purpose of this study were to compare the reading comprehension strategies used by students with reading disabilities and proficient reading abilities. The subjects were eighteen forth, fifth and sixth-grade elementary students, including three students with reading disabilities and three students with proficient reading abilities for each grade. The qualitative data collected during the individual reading narrative Texts in Cloze procedure and interview were analyzed by using modified analysis and constants comparative analysis. The main findings were summarized as follows: 1.the reading comprehension strategies used by the subjects were grouped into ten categories, including: (1)noticing title, (2)neighboring key words, (3)neighboring phrases, (4)forward and backward cues, (5) imitate words, (6)involving role, (7)text texture, (8)elaboration, (9) prior experience, and (10)reasoning meaning. 2.There was no difference of reading comprehension strategies used by the students with proficient reading disabilities. 3.There was no difference of reading comprehension strategies used by the students with proficient reading abilities among three grades. 4.The most frequently used reading comprehension strategies by students with reading disability were (1)neighboring key words, (2)reasoning meaning, (3)forward and backward cues, and (4)prior experience. 5.The most frequently used reading comprehension strategies by students with proficient reading abilities were (1)forward and backward cues, (2)prior experience, (3)neighboring key words, and (4)noticing title. 6.The students proficient reading abilities tended to use forward and backward cues and prior experience strategies more frequently then students with reading disability, and tended to use neighboring key words and reasoning meaning less frequently then students with reading disabilities

Taiwanese People's Attitudes toward Requiring EFL Course at Elementary Schools: The Opinions of the Taiwanese Students at Indiana University, Bloomington

[[abstract]]A study investigated the Taiwanese people's attitudes toward the issue of requiring English-as-a-Second-Language (ESL) instruction at the elementary school level in Taiwan. Taiwanese students (n=45) at Indiana University, Bloomington were randomly selected as subjects from a Chinese student association directory. They were 21-43 years old, from 21 departments, and educated in Taiwanese schools until at least high school. Subjects were administered an attitude survey, and 20 were also interviewed either briefly or extensively by telephone. Results indicate that the subjects show a slight tendency toward the requirement of ESL instruction in elementary school, although interviewees expressed more negative opinions. Most subjects believed the English is an international language, one which can be used most broadly by the Taiwanese. In addition, most respondents felt the first step in implementing ESL instruction at the elementary level is to upgrade teacher training and instructional material development. The survey instrument and response summary are appended. Contains 11 references

Language Learning Motivation and Language Learning Strategies of Taiwanese EFL Students

[[abstract]]This study investigated the relationship between student motivation, both extrinsic and intrinsic, and learning strategies for English as a foreign language (EFL) students. Subjects were 46 Taiwanese undergraduate and graduate students of advanced EFL at a public university in the United States who were administered motivation and learning strategies questionnaires. Results reveal that total learning strategies were associated with motivational intensity, intrinsic motivation, and extrinsic motivation. Intrinsic motivation was associated with cognitive and metacognitive learning strategies, while extrinsic motivation was associated with memory and affective strategies. Compensation strategies were the most commonly used, and had little relationship to motivation. Social strategies had little relationship to either extrinsic or intrinsic motivation. Motivational intensity correlated moderately with intrinsic motivation, but had little relationship to extrinsic motivation. An appendix contains the survey questionnaire. Contains 42 references

影響台灣英語學習者口語詞彙辨識因素之研究

[[abstract]]Spoken word recognition is vital to effective oral communication (Flood, Lapp, Squire & Jensen, 2003). Since language in the spoken form is more challenging in light of the fact that ears have to discern sounds which cross the word boundaries for fluency, the ability to comprehend and identify correctly what is said is therefore the key to understanding spoken English. To fully comprehend a naturally pronounced sentence well, EFL/ESL learners need a basic knowledge of connected speech, including C-C linking, C-V linking, /h/-deletion, contraction, palatalization, and flapping. In a pioneering study, Henrichsen (1984) examined ESL learners’ performance difference in comprehending sentences spoken with reduced perceptual saliency and in understanding those spoken with “distinct but natural” pronunciation. The presence of connected speech modifications and the ESL learners’ general English proficiency were found to affect the comprehensibility of input for these ESL learners. Likewise, Taiwanese EFL learners were found to encounter difficulties with linking (Kuo, 2009; Wang, 2005), whereas Japanese EFL learners had problems with contraction and /h/-deletion in speech perception (Crawford, 2006). This study thus replicates and extends Henrichsen’s study to determine whether connected speech modifications influence Taiwanese EFL learners’ spoken word recognition and to further categorize their difficulties with the various components of connected speech modifications. The participants are 103 Sophomore English majors at three distinct English listening proficiency levels based on their scorings on the intermediate-level GEPT. A dictation test of 24 digitally recorded sentences, containing the aforementioned connected speech patterns, was developed. Paired t-test results showed that the presence of connected speech modifications significantly affected the subjects’ listening comprehension. Further two-way ANOVA analyses revealed that the subjects’ general listening proficiency and types of connected speech patterns were the predictors of their performance in English spoken word recognition.[[abstract]]口語詞彙辨識能力在有效的口語溝通中扮演極為重要之角色(Flood, Lapp, Squire & Jensen, 2003)。相較於書寫形式之語言，口說形式之語言較具挑戰性，因順暢語流中常隱藏縮減音，且學習者之理解力常因能否辨識縮減音而決定。為完全理解自然說出之語句，EFL/ESL 學習者需具備基本口語語流知識，如子音加子音之連音、子音加母音之連音、/h/省略、縮短音、顎化音及舌拍音等。Henrichsen 於1984年首度檢視ESL 學習者在理解有無縮減音句子之表現差異。其研究結果顯示縮減音之使用及ESL 學習者的英文程度是影響理解力之兩個重要因素。相同地，台灣EFL學習者也面臨連音之難題(Kuo, 2009; Wang, 2005)，而日本EFL 學習者則有辨識縮短音及/h/省略之問題(Crawford, 2006)。本研究首先複製並延伸Henrichsen 之研究以確定縮減音是否影響台灣 EFL 學習者之口語詞彙辨識能力，並進一步確定引發問題之口語語流類型。研究對象為103 位英語系大二學生，其英語聽力程度以全民英檢中級得分區分為高、中、低三等級。依據上述六種縮減音類型，本研究自行開發內容為24 個句子之聽寫測驗作為主要測驗工具，並邀請一位具有20 年發音教學經驗之外師進行數位錄音。成對樣本t 檢定結果顯示縮減音之存在顯著影響受測者之聽力理解。進一步二因數ANOVA 統計分析結果顯示受試者之聽力程度與口語語流類型為預測EFL 學習者口語詞彙辨識能力表現之主要因素

我國啟智教育教師異動狀況及其相關因素之研究

[[abstract]]本研究旨在探討我國啟智教師教師之人力結構、異動狀況及影響異動的因素。研究者以自編之問卷為研究工具，該問卷計含：(1)填答者基本資料及接受啟智教師資訓練的原因；(2)取得啟智教師資格後的服務狀況；(3)資深啟智教育教師持續服務的原因等三部分。 研究對象包括服務於臺灣地區各國民中小學、特殊學校及教育行政單位，並曾取得啟智教育教師力結構外，並指出取得啟智教師資格人員，總計接受調查的人數為2852人。研究結果資了從人口變項及學術背景呈現啟智教師的人力結構外，並指出取得啟智教師資格後服矛於啟智育界的教師比率會隨著服務時間的延長而降低，這個比率最初約65%，而後穩定的維持在50%上下。具備啟智教師資格而未擔任啟智教育工作的主要原因是：「學校無啟智班」、「轉任行政工作」、「任教其他類別的特教班」、「專業知識不足」、「家庭因素」、及「無成就感」。其中「專業知識不足」是最初三年未任教啟智班的重要原因；「無成就感」是第四年之後離開啟智教育界的主要因素。依調查結果，研究者針對啟智教師的培育、任用、在職進修等方面提出若干建議，以供有關單位參考。 The purpose of this study was to investigate the relationship of demographic structure, attrition rate, and factors in turnover among teachers of the mentally retarded students in Taiwan. A self-developed survey, which consisted of the demographic information such as gender, age, length of current employment, highest degree earned, type of training received, and number of past teaching experience, was sent to the participants. 2,852 certified teachers of the mentally retarded from regular elementary and junior high school, special schools, and administrative organizations participated in this study. Data showed that the attrition rate for these personnel is 65%. The turnover is such high, repoetedly due to no special class for mentally retarded students in regular school, transfering to administrative work, teaching other kinds of special class, lack of professional knowledge, family reasons, and no achievement. Results also showed senior teacher are likely to be interested in teaching students with mental retardation. They are more likely to be satisfied teachers and are more immune to burnout and turnover. To solve the problem of turnover, or at least to lower the turnover rate to something more acceptable, will necessitate a complex strategy, as well as both hard work and long-term commitment. Some suggestions are offered in order to improve our personnel preparation efforts and effectiveness

如何以任務導向與讀者反應教學法在ESL 課程教授兒童文學

[[abstract]]This study uses task-based and reader response approaches to examine how the instruction works to booster students’ motivation when teaching children’s literature in an ESL classroom. The subjects of the study were fifty non-English major sophomores. The focal materials were the novel The Polar Express: Trip to the North Pole, and the film adaption. Tasked-based and response-centered activities, including learning sheets, group discussion, and essay-question writing activities, were also adopted in the lesson. To begin with, students were divided into groups, with five members in each group. Each group was assigned one chapter and asked to prepare a vocabulary list and a summary. The students were assigned to watch the movie in the school’s media center and then produce feedback about it. They were encouraged to produce multiple interpretations to cultivate critical thinking skills and asked to participate in classroom discussions. Their responses and reflections were captured in the essay-question writing activities. Finally, these response journals were collected as the results of the study, enabling the teacher to better understand students’ interpretations of and reflections on The Polar Express: Trip to the North Pole, and also evaluate the feasibility of using a movie adaption alongside a novel and the important teaching strategies in the lesson designed to teach children’sliterature. This kind of response-centered learning of children’s literature thus fits in the category of a reader response approach, since they both emphasize the significance of a reader who can work with the author/text to generate meaning. The teacher may start with the situation of readers and guide them into an understanding of the text through their own responses to it. This includes all initial responses to the title, to what the students believe is happening, to possibly naïve, or ignorant, or misguided responses. This is because the reader creates their own ‘poem’ (a term taken from Louise Rosenblatt) through their interaction with the text. The results of the study showed that, by encouraging students to generate multiple interpretations and reflections of children’s literature, it is not too difficult for them to develop their critical thinking skills when learning in English. The use of children’s literature as an alternative teaching material not only enhanced the learners’ language acquisition and cultivated their literacy competence, but also helped free their imaginations, leading to more positive effects and responses.[[abstract]]本研究以任務導向與讀者反應教學法，檢驗在ESL 課程中教授兒童文學是否能激發學生的學習動機。研究對象為50 位非英語主修的大二學生，教材為《北極特快車》的小說與電影，而其他的任務導向與讀者反應活動，包括學習單、小組討論以及論述題寫作活動也將在課程中呈現。首先，學生五人一組分為數個組別，每組分派一個章節且被要求準備該章節的單字表及摘要，學生們也被指派在家裡或在學校的視聽自學教室，先行觀賞以該小說改編的電影做為功課。此外，老師必須鼓勵學生對故事或影片做多元的詮釋，藉以培養他們的批判思考能力，進而要求他們在課堂討論時多發表意見。在這方面，論述題的寫作活動也能看出他們的反應與回饋。稍後這些論述寫作紙本將會被收集起來，作為本研究的結果，使教學老師得以更瞭解學生對《北極特快車》的小說與電影的詮釋和回饋，同時也能評估使用電影改編與其原著的可行性，以及在教授兒童文學時一些重要的教學策略。這種以任務導向學習兒童文學的方法十分契合讀者反應的範疇，因為兩者皆強調讀者能夠親自與作者及其文本接近而產生閱讀意義的重要性。本研究的老師們視個別學生讀者的情況為依據，經由他們自身對文本的回應，引導他們進入文本、瞭解文本。要做到如此，就必須包涵所有學生最初對書名或影片名稱的回應，以及他們認為在故事中發生了什麼事的回應，即便天真、無知或是被誤導了，老師也必須包容，這是因為經由他們和文本的互動，讀者創造了他們自己的『詩』（羅森佈雷特的術語）的結果。本研究結果顯示，藉由鼓勵學生對兒童文學產生多元的詮釋和回應，激發他們在學習英語時同時發展批判性思考能力，並不是件難事。在語言教學上應用兒童文學可以是另一項教材選擇，這樣的教材不僅強化學習者的語言習得，培養他們的讀寫能力，也能幫助他們釋放想像力，導向更積極的學習效果與回應

Effects of Phonics Instruction and Computer Assisted Repeated Reading Training on Early Literacy Development of Elementary School Students in Taiwan

[[abstract]]字母拼讀教學與電腦輔助重複閱讀對台灣國小學童早期英文讀寫發展之影響閱讀流暢度的發展是學習閱讀的重要階段，其中一項可預測成功閱讀的要素即為對於程度適合的讀本及依年級分類文章具備閱讀流暢度。在審視77 個實證研究後，美國的 National Reading Panel (2000)，指出口語閱讀流暢度是影響閱讀理解的重要因素。然而，依據Ringenberg (2005)引用美國National Association of Education Progress 的實證研究數據指出，44%的小學四年級學童對於該年級的閱讀教材有閱讀不流暢的問題。另一方面，本研究群針對國內國小五年級一個班級27 名學童所進行的一項「一分鐘朗讀字數」先驅研究結果顯示，這些學童的閱讀流暢度僅達到相當於母語使用者國小一年級百分之 25 的表現。鑑於文獻指出口語閱讀不流暢會影響閱讀理解並進一步影響閱讀的發展，雖數量不多，但少數學者已開始探討採用Read Naturally 閱讀教材(Kemp, 2006; Tindal, 2006) 對提昇閱讀流暢度的成效。隨著Read Naturally 電腦軟體版閱讀教材的開發，後續研究應探討此種電腦輔助示範重複閱讀對提昇閱讀流暢度的成效。此外，相關文獻顯示整合音韻覺識及字母拼讀教學能有效提升語言學習者的口語朗讀速度及精確度(Eldredge, 2005)。因此，本研究擬比較電腦輔助示範重複閱讀與教師示範重複閱讀對提升學童早期英文讀寫能力之影響，同時探討音韻覺識結合字母拼讀教學的成效及學生的閱讀程度對教學成效的影響，並進一步探究不同重複閱讀模式、音韻覺識/字母拼讀教學及學生的起始點閱讀程度之間的互動關係。研究對象為中部某國小六年級四個班級的學童，隨機分為實驗一組、實驗二組、實驗三組及實驗四組共四組，進行為期十二週的閱讀教學訓練。其中，A 組使用接受音韻覺識/字母拼讀教學加上老師引導Read Naturally 十二篇紙本短篇故事的練習;B 組接受音韻覺識/字母拼讀教學加上Read Naturally 十二篇電腦輔助示範重複閱讀的練習;C組僅接受老師引導Read Naturally 十二篇紙本短篇故事的練習;而D 組僅接受Read Naturally 十二篇電腦輔助示範重複閱讀的練習。每週並對於所練習的讀本進行「一分鐘朗讀字數」的閱讀流暢度評量。在實驗前，本研究首先對參與實證研究的學童進行劍橋兒童英語檢定(Cambridge English for Young Learner Test)以確定其閱讀程度。本研究擬採用DIBELS (Dynamic Indicator of Basic Early Literacy Skills, Coulter, Shavin, & Gichuru, 2009; Good & Kaminski, 2002, 2007; Hintze, 2004)作為前測及後測，以測量學童們在實驗前後的早期英文讀寫能力。National Reading Panel (2000)及先前的研究皆指出DIBELS 為測量學童早期英文讀寫能力包含音韻覺識、拼音規則、閱讀流暢度、字彙及閱讀理解五種主要能力之具備高信度及效度之標準測驗。針對閱讀流暢度的測量，有別於先前的研究採用「一分鐘朗讀字數」的閱讀流暢度評分標準，僅著重朗讀的速度與單字的精確度，本研究另參考Zutell and Rasinski’s (1991) 及NAEP (2002) 的閱讀流暢度評分標準，加入斷句/停頓、平順度、朗讀步調以及整體閱讀流暢度四級評分之閱讀節奏評量因素，並邀請具有15 年口語教學經驗及多年兒童英語的外師擔任評量委員。進行教學實驗之英語教師為具有5 年兒童英語教學經驗之在職老師。在實證教學後，本研究擬對進行教學之教師及學生進行問卷調查以了解其對Read Naturally 重複閱讀練習及音韻覺識/字母拼讀教學的看法。[[abstract]]Effects of Phonics Instruction and Computer-assisted Repeated Reading Training on Early Literacy Development of Elementary School Students in Taiwan The development of fluency is an essential stage in learning to read. One predictor of reading success is gaining reading fluency on instructional and grade-level text. After carefully reviewing results of 77 experimental studies, the National Reading Panel, USA (2000) concluded that oral reading fluency was a causal determinant of reading comprehension. Nevertheless, the National Association of Education Progress, USA (Grossen, 1997; Pinnell, 1995; Ringenberg, 2005) found that 44% of 4th graders were disfluent on grade level material. On the other hand, in a pilot study conducted by the researchers of the present study, it was found that an average class of 5th grade in Taiwan only achieved 25 percentile (19.5 words correct per minute, WCPM) of oral reading fluency in comparing to the native speaker norms. Since failure to develop fluency can hamper reading comprehension and further development in reading, empirical studies, though limited, conducted in an L1 context have endeavored to show that the Read Naturally fluency intervention program (Kemp, 2006; Tindal, 2006) is effective in increasing reading fluency. With the advent of the software edition of the Read Naturally program, it remains to be empirically shown the effectiveness of the computer-assisted modeled repeated oral reading on facilitating fluency. Phonics instruction in conjunction with phonemic awareness training have further been found to improve learners’ word recognition growth (Eldredge, 2005), which in turn has a causal effect on their reading speed and accuracy. Likewise, the Dynamic Indicator of Basic Early Literacy Skills (DIBELS, Coulter, Shavin, & Gichuru, 2009; Good & Kaminski, 2002, 2007; Hintze, 2004) fluency measurements have been found to reliably probe L1 learners’ abilities in 5 core early literacy components including phonemic awareness, alphabetic principle, fluency, vocabulary and reading comprehension as identified by National Reading Panel (2000). This study thus aims to investigate the effects of computer-assisted repeated reading and the effectiveness of phonics instruction plus phonemic awareness training on early literacy development of elementary school students in Taiwan. The subjects of this study are 4 intact classes of six grade students from an elementary school in central Taiwan. They will be given the Cambridge Young Learner English Test to establish their reading proficiency levels. The DIBELS will be used as the pretest and the posttest to measure their early literacy development. Differing from previous studies, this study considers not only the speed and accuracy components of reading fluency but also the prosody dimension. Therefore, Zutell and Rasinski’s (1991) refined oral reading fluency scale as well as NAEP’s (2002) reading fluency scale will be adopted to assess students’ phrasing, smoothness, pace, and overall reading fluency. The subjects will be randomly assigned to either Group A receiving phonics instruction plus teacher-assisted repeated reading training, Group B receiving phonics instruction plus computer-assisted repeated reading training, Group C receiving only teacher-assisted repeated reading training, or Group D receiving only computer-assisted repeated reading training. Twelve Read Naturally grade-level passages will be practiced over a three month period. Subjects will also be given weekly assessments to monitor their fluency progress and their decoding problems. After the treatment, through questionnaire this study further intends to examine the teacher’s and the young learners’ preferences of different modeled repeated reading

On Some Properties of Nonpositively Curved Alexandrov Spaces

[[abstract]]本計劃的主要目的是研究下面的問題並由此問題 的解答了解亞力山大空間的幾何性質: 假設 (M,d) ,(N,d’) 分別為 Alexandrov 空間， 其中M 代表實數軸R， d與d’ 分別為M 與N 空間 上的距離函數。假設函數 f 為定義在實數軸的凸 函數，令距離函數 e代表由 d, d’ 與 f 所誘導的 距離函數。 一個很自然的問題是如果(M,d) 與(N,d’)同時為 非正的Alexandrov 空間，則由這二個空間所產生 的積空間當其距離函數為e’時是否仍為非正 Alexandrov 空間 ? Reshetnyak 教授提出一個類似的問題。假設 f (t ) = cos Kt 定義在一個閉區間 ] 2 , 2 [ K K I p p = - 上，並且假設(N,d’) 為一個 有上界K Alexandrov 空間，那麼空間I 與空間N的 積空間是否仍是一個有上界的Alexandrov 空間。[[abstract]]The purpose of this project is to investigate the following problems : Suppose that (M,d) and (N,d’) are Alexandrov spaces, where M is real line R, d and d’ are distance function on M and N respenctively. Let function f be a convex function define on real line. Let distance function e be induced from d, d’ and f. It is easy to define the meaning of induced metric from that of Riemannian manifolds. The precise definition of induced distance function will be investigated. The natural question one may ask is that if both (M.d) and (N,d’) are nonpositive Alexandrov spaces. Is their product space with distance function e still a nonpositive Alexandrov space ? A similar problem raised by Professor Reshetnyak is that suppose that f (t ) = cos Kt is define on the interval ] 2 , 2 [ K K I p p = - . Suppose that (N,d’) is Alexandrov space with curvature bounded above by K. Is their product space (I with N) still a space of curvature bounded from above

Self-Efficacy of English as a Second Language Learner: An Example of Four Learners

[[abstract]]A study of English-as-a-Second-Language (ESL) learners' self-efficacy and its relationship to achievement is reported. Subjects were four students from the highest level reading and writing class in Indiana University's intensive English program. Each was interviewed in a tape-recorded session, to explore his/her English learning experience and perceptions of self-efficacy in English learning. The researcher also observed the participants' class five times after the interviews, examined writing assignments, and had them respond to two questionnaires, one asking direct questions about language skills and the other a standardized adult literacy and ESL learning self-efficacy questionnaire. Results for each subject are described separately, and conclusions are drawn from the group's results. It was found that the subjects' self-efficacy was generally significantly higher than their learning achievements. However, their achievements did correspond to their perceptions of their own ability. Participants' interest in class assignment topics and perceptions of the teacher's support also influenced self-efficacy, both negatively and positively. Required tasks and assignments were perceived as helpful in promoting persistence and aspiration. Additional factors found influencing self-efficacy included learner's performance, comparison with other learners, task complexity, and effort expended on a task. Contains 11 references

自我教導策略對注意力不足過動兒童之教學效果研究

[[abstract]]本研究旨在探討自我教導策略對注意力不足過動兒童的不注意行為及閱讀效果之影響。研究採用單一受試實驗設計模式中跨個人的多基線設計，針對三名國小五年級注意力不足過動兒童，分三個時期五個階段進行實驗教學與評量。基線期時，只由教學者實施評量，處理期時，S1、S2、S3分別先後接受自我教導策略的教學，並於每次教學後接受評量，間隔六週後進入保留期，撤除教學，只實施評量。本研研自變項為自我教導策略的教學，依變項為自我教導策略的教學，依變項為自我教導策略的習得分數、不注意行為的次數、閱讀理解與自我回憶的分數。所得資料以目視分析與C統計分析進行處理，綜合研究結果如下：自我教導策略對注意力不足過動兒童在自我教導策略的習得分數、不注意行為次數與自由回憶分數上，均有顯著效果，且其效果至保留期仍持續維持；但對注意力不足過動兒童的閱讀理解分析未能產生顯著效果。 The purpose of this study was to investigate the effects of self-instructional training on ADHD children's inattentive behavior and reading. A multiple-baseline design across subjects was employed in the study, which included baseline, treatment, and maintenance phase. Three fifth-grade subjects were taught through self-instruction to focus their attention and to enhance their reading comprehension and free recall. The data were analyzed with visual inspection and C statistic. The results indicated: the self-instructional training succeeded in facilitating the ADHD children's scores of reading comprehension