音韻覺是取向注音符號教學對伴隨語文學障之迅吃兒童介入效果之研究

本研究探討音韻覺識取向注音符號教學對一位小一普通班迅吃兒童之教學效果，個案因注音符號學習困難而被提報鑑定為學習障礙，將接受資源班補救教學。研究者在評估個案的語言能力過程中，發現個案的語速過快且其對自己過快的語速覺察不佳，此外個案有嚴重構音障礙，因而懷疑其為迅吃兒童。研究者先全面評估個案之言語─語言能力，進而決定採用音韻覺識取向的注音符號教學，以期增進個案的注音符號學習及提升其語音清晰度，經過10次共6.6小時的實驗教學後，個案的注音符號認讀由16個進步至24個，口語表達能力在標準化測驗亦由百分等級5進步至18，語音清晰度提升2.7%，研究結果顯示音韻覺識取向之注音符號教學有助於伴隨語文學習障礙之迅吃兒童的注音符號認讀及拼讀，但其言語問題可能仍需由語言矯治角度進行介入，方能協助個案提升溝通效能。

關鍵字

迅吃；音韻覺識；注音符號；學習障礙

並列摘要

The purpose of this study is to determine the efficacy of a phonological awareness program on a cluttering child who had language-learning disability. A first-grade boy diagnosed as having language-leaning disability had referred to the researchers. A comprehensive assessment was employed to him and a rapid speech rate, disfluencies, speech sound disorder, and language disorder of the boy were found. He had cluttering with language disorder. A 10-session phonological awareness program was used in order to improve his performances on Chinese-phonetic-symbol learning and articulation. After 6.6-hour intervention, his number of Chinese-phonetic-symbol recognition increased from 16 to 24, and his percentile on a standardized expression test also improved from 5 to 18. In addition, his speech intelligibility elevated 2.7%. All the results showed that the phonological awareness program could improve the Chinese-phonetic-symbol recognition, articulation, and expression abilities of the cluttering child with language-learning disability. However, he still needed more interventions from a speech therapist to improve his communicational performances.