朗讀流暢性測驗標準文本之發展研究

The Development of Oral Reading Fluency Passages

張郁雯(Yuwen Chang)

《教育實踐與研究》 31卷2期 (2018/12) Pp. 1-23

摘要

本研究的目的在發展朗讀流暢性之文本，並建立文本的信度與效度。以文獻探討建立徵求文本的規範，所得文本初篩後，再由專家審查共得40篇文本。以個別施測方式施測於國小二到四年級60名學生。利用中文學習補救教學資源網、中文文章適讀性線上分析系統和可讀性指標分析三個網站分析文本的語言特性。研究結果發現最能預測朗讀流暢性的文本特性為文本的相異詞數、正向連接詞數和負向連接詞數。經由多種指標從40篇文本中挑選出32個文本，做為二、三年級朗讀流暢性測驗之文本，其中兩個年級共用6個文本，每年級各有可用19個文本。二個年級朗讀流暢性測驗之複本信度均為.85。每次以三個文本施測求平均表現，則二、三年級的類化係數可達.94和.95。效度係數分別是.49（二年級）和.43（三年級）。測驗的信度與效度獲得初步的支持。

關鍵字

文本語言特性 ； 信度 ； 效度 ； 朗讀流暢性

並列摘要

This study aims to establish procedures for developing oral reading fluency (ORF) passages for second and third graders. The required characteristics of passages were specified and an open request for passages was announced. After experts' reviewing, 40 passages were collected. Sixty students ranging from second to fourth grade were administered 40 passages individually. Three websites were used to analyze the textual features of the passages: Chinese Learning Remedy Teaching Resources Network, Readability-Analyzing System for Chinese Articles, and Chinese Readability Index Explorer. The results indicate that the total number of different words, the number of positive conjunctions, and negative conjunctions are the most powerful predictors of oral reading fluency. Thirty-two passages were chosen based on multiple indicators. These passages were divided into two sets. Each set comprises 19 passages with six common passages for both grades. The alternate-form reliabilities for both grades are .85. The generalizability coefficients in second and third grade conditions were .94 and .95 respectively when three passages were used to estimate performance. The correlations between ORF and grade scores in Chinese are .49 and .43 respectively. The results provide evidence for supporting the preliminary reliability and validity of the test.

並列關鍵字

linguistic characteristics of passage ； oral reading fluency ； reliability ； validity

參考文獻

王梅軒、黃瑞珍(2005)。國小課程本位閱讀測量方法之信度與效度研究。特殊教育研究學刊。29，73-94。

吳明隆、張毓仁、曾世杰、柯華葳、林素貞(2013)。國小低年級學童中文朗讀流暢能力的發展軌跡分析。臺東大學教育學報。24(2)，33-65。

宋曜廷、陳茹玲、李宜憲、查日龢、曾厚強、林維駿、張道行、張國恩(2013)。中文文本可讀性探討：指標選取、模型建立與效度驗證。中華心理學刊。55(1)，75-106。

林素貞(2004)。國小一年級國語文課程本位測量不同版本朗讀測驗之比較研究。特殊教育學報。20，1-24。

李咏吟編(1993)。學習輔導：學習心理學的應用。台北=Taipei:心理=Psychological Publishing。