國小閱讀障礙學生閱讀理解策略之研究

Abstract

[[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