國語文補救教學長期介入對低年級低成就學生的影響

本研究採準實驗設計，以偏鄉地區52名一年級低成就學生為對象，探究國語文補救教學的長期介入效果。實驗組與對照組學生分別有33、19名，依變項為注音和識字能力。研究發現有三：一、長時密集的補救，能有效提升低成就學生的語文能力：介入第一年實驗組在注音和識字能力的進展，均顯著優於對照組；介入第二年只評估識字能力，實驗組的識字能力也顯著優於對照組。二、及早的介入，能讓高比率低成就學生回到同儕水準，且介入時間越長效果越好：介入第一年，97%實驗組學生的注音能力回到同儕水準，識字能力則有39.4%的學生回到同儕水準；介入第二年，識字能力回到同儕水準的學生增加到42.4%，顯示介入時間越長，回到同儕水準的比率越高。三、第三年的追蹤，實驗組學生仍有保留效果，但成效呈現消退的趨勢。

關鍵字

早期語文介入；補救教學；介入長度；追蹤研究

並列摘要

Fifty-two grade 1 poor readers were recruited from a remote area in Taiwan, in which 33 and 19 students in the experimental and contrast groups, participated in the study. We provided a 2-year reading intervention program to the experimental group while the contrast group received regular after-school assistance. Dependent measures of reading such as Chu-Yin-Fu-How (Chinese phonetic symbols) and character recognition were collected at the end of 3 consecutive academic years. Three major findings are: 1. The experimental group outperformed the contrast group on the progress of Chu-Yin- Fu-How and character recognition at the end of the first year. Only test of character recognition was conducted in the second year, where again, the experimental group outperformed the contrast group. Results show that long-term and intensive intervention does improve the reading abilities of grade 1 poor readers. 2. As high as 97% and 39.4% participants' returned to grade-1 level on Chu-Yin-Fu-How and character recognition respectively after one year of early intervention. In the second year, higher percentage of participants, namely 42.4%, returned to grade-2 level which indicates an intervention length effect. That is, the longer the intervention, the better the reading growth. 3. The intervention effect was retained in the third year but seemed to fade away.

並列關鍵字

early reading intervention ； remedial instruction ； intervention length ； follow-up study

參考文獻

Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40(2), 148-182. doi:10.15 98/ RRQ.40.2.2

方金雅、蘇姿云（2005）。童謠教學對幼兒聲韻覺識影響之研究。高雄師大學報：教育與社會科學類，19，1-19。