以自我決策教學策略對國中學習障礙學生自主學習與閱讀理解能力成效之研究

The Effects of Self-Regulated Reading Model on Autonomy and Reading Comprehension of Students with Learning Disabilities

蔡念穎(Nian-Ying Tsai)

指導教授 ： 周宇琪

中原大學/人文與教育學院/特殊教育研究所/碩士(2018年)

https://doi.org/10.6840/cycu201800294

摘要

本研究旨在探討自我決策教學策略，即自編之「自主學習本位之閱讀教學」方案，對國中學習障礙學生自主學習能力與閱讀理解能力之成效。研究對象為國中三年級具有閱讀理解困難之學習障礙學生，接受為期十二堂課之教學方案介入課程。研究方法採單一受試跨受試多探試設計，其研究過程包含基線期、教學介入期、維持期三階段。研究工具以自主學習本位之閱讀教學檢核表學生版、教師版，瞭解研究過程中之得分百分比表現，透過視覺分析法加以分析教學成效，且在教學介入前後實施閱讀能力評量，瞭解其在閱讀理解策略運用上的變化與閱讀理解能力。最後在介入過程中後蒐集教師教學觀察紀錄，與家長意見回饋之質性資料歸納分析之，以瞭解學習成效與社會效度。根據資料分析之結果本研究主要結論為，以自我決策教學策略對三位學習障礙學生自主學習能力具有立即效果與維持效果；透過閱讀理解策略運用次數增加，進而增進閱讀理解能力，實作過程中更為精熟；就家長意見，對於自我決策教學策略介入部分具有正向回饋。
最後，根據以上研究結果，研究者提出實務教學與未來研究之建議。

關鍵字

自我決策教學策略 ； 國中學習障礙學生 ； 自主學習能力 ； 閱讀理解能力

並列摘要

The purpose of this study was to evaluate the effects of Self-Regulated Reading Model on autonomy and reading comprehension of students with learning disabilities. The study focus on students in ninth grade, who suffer from reading comprehension, and what has changed since they were taught with a twelve lesson teaching program. This study utilized the multiple probe designs across subjects of single subject research framework that includes three phases: Baseline, Instructional intervention, and Maintenance. The main study tools were the self-regulated reading model checklist with student edition and teacher’s edition designed by the researcher, which we can evaluate the scores the students achieved. Obtained data were analyzed by visual inspection to determine the effects that the scores. Furthermore, we conducted reading comprehensive assessment before and after the teaching program to test the students’ reading skills. Lastly, during the implication of the teaching program, we collect teacher's teaching observation record and feedbacks from parents to implement into our research. Thus we can understand the study’s learning effectiveness and social validity. The main findings were as follows, the three learning disabilities stuednts can be improved immediately and maintained on learning autonomy by the self-regulated reading model of instruction. Increased reading comprehension through the use of reading comprehension strategies, and should be familiar with in the implementation process. The parents considered that the self-regulated reading model of instruction has positive effects.
Finally, based on the above findings, the researchers proposed suggestions for practical teaching and future studies.

並列關鍵字

Self-Regulated Reading Model ； junior high school learning disabilities students ； autonomy ； reading comprehension

參考文獻

黃文慧（2010）。身心障礙者與自我決策。特殊教育季刊，116，11-20。

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