詞彙與文章結構策略提升閱讀困難中學生社會科閱讀能力之研究──探討處遇精準度之中介效果

Using Vocabulary and Text Structure Strategies to Improve Reading Skills of Middle School Students with Reading Difficulties in Social Studies: The Mediating Effect of Treatment Fidelity

王宣惠(Wang Hsuan-Hui)

指導教授 ： 洪儷瑜

國立臺灣師範大學/教育學院/特殊教育學系/博士(2021年)

https://doi.org/10.6345/NTNU202101501

摘要

本研究以閱讀科學實徵為基礎，針對中學階段學生的學科學習需求，設計一套融入學科詞彙策略與文章結構策略的素養導向社會科教學（簡稱實驗教學），主要目的在於探討實驗教學對整體中學生以及閱讀困難中學生的學習表現成效。
研究對象為482名大台北地區公立國中七、八年級學生。研究者首先在一所公立國中招募兩位教師參與者，並採教師層級的區段隨機分派控制試驗，將教師任教班級隨機分派至實驗教學組與一般教學對照組，兩組學生分別為182與181人；為增加對照，本研究採準實驗設計法於另一所公立國中招募無教學對照組學生119人。各組學生在一般閱讀理解、一般詞彙與背景知識之基準線一致。實驗教學與一般教學皆為標準化教學，教材腳本、文本以及教學資源皆由研究者設計提供，並透過教師專業發展培訓提供支持。為確保實驗教學的教學忠誠度並確認對照教學未受實驗教學影響，本研究以教學觀察進行處遇精準度的評估，包括教學忠誠度與教學傳遞品質。
研究結果顯示：（一）本研究實驗教學在多數教學成分具有中高度忠誠度，與一般教學具有方案區別度，其教學品質約介於中度至中高度，但整體品質顯著低於一般教學；（二）實驗教學成效受處遇精準度影響，如以處遇精準度作為效度工具之分析顯示實驗教學無效，如以處遇精準度作為中介變項之分析則證實學科詞彙策略、文章結構策略以及書寫活動等實驗教學成分有效；（三）無論有否接受學科教學，一般閱讀能力中學生的學科閱讀理解表現皆隨時間成長，但閱讀困難中學生有接受學科教學者能維持持平，未接受教學者則會顯著退步。本研究基於上述研究結果，對中學階段閱讀困難學生的學科閱讀提出未來研究與教學實務之建議。

關鍵字

學科閱讀 ； 社會科 ； 學科詞彙 ； 文章結構 ； 閱讀困難 ； 中學生 ； 處遇精準度

並列摘要

A content area reading instruction (treatment) was developed based on empirical scientific reading evidence, using vocabulary and text structure strategies, to address middle school students’ learning needs in social studies. This study aimed to examine the effects of treatment implemented by middle school social studies teachers.
Participants were 482 seventh- and eighth-grade students from two public schools in Taipei. Using a teacher-level randomized control trial, two teachers’ social studies classes were randomly assigned to treatment (n = 182) or general instruction comparison (C1, n = 181) conditions. Using a quasi-experimental design, 119 students were recruited to no instruction comparison (C2) from the other public school. Baseline equivalence between treatment and comparisons was established on general reading comprehension, vocabulary, and background knowledge measures. Both treatment and general instruction were standard instructions developed by the researcher, providing with detailed instructional scripts, texts, and teaching materials. Treatment fidelity check including adherence and quality of delivery was conducted during the entire teaching by observations in order to ensure the treatment fidelity and the differentiation between treatment and general instruction comparison.
The study findings are as follows: First, implementing with medium-high instructional adherence in most instructional components and significant differentiation from general instruction, however, the treatment conditions showed significantly lower delivery quality than the general instruction conditions. Second, the effects of treatment were influenced by treatment fidelity. When treatment fidelity was only reported as the external validity, the analysis results showed no significant treatment effect. On the contrary, when treatment fidelity was integrated as the mediator variable in the analysis, results identified that several treatment components, including academic vocabulary strategies, text structure strategies, and writing, were significantly effective. Third, the content area reading comprehension performance of middle school students with average or above-average reading skills increased significantly over time with or without instructions. However, the content area reading comprehension performance of middle school students with reading difficulties remained with instructions but significantly decreased without instructions. Several suggestions toward future research and practices of content area reading of middle school students with reading difficulties were presented based on the findings.

並列關鍵字

content area reading ； social studies ； academic vocabulary ； text structure ； reading difficulties ； middle school students ； treatment fidelity

參考文獻

柯華葳、陳冠銘（2004）。文章結構標示與閱讀理解──以低年級學生為例。教育心理學報，36（2），185-200。

Ahmed, Y., Francis, D. J., York, M., Fletcher, J. M., Barnes, M., & Kulesz, P. (2016). Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12. Contemporary Educational Psychology, 44–45, 68–82. https://doi.org/10.1016/j.cedpsych.2016.02.002

Compton, D. L., Miller, A. C., Elleman, A. M., & Steacy, L. M. (2014). Have we forsaken reading theory in the name of “quick fix” interventions for children with reading disability? Scientific Studies of Reading, 18(1), 55–73. https://doi.org/10.1080/10888438.2013.836200

Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311–325. https://doi.org/10.1037/0022-0663.99.2.311

Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 102(3), 687–700. https://doi.org/10.1037/a0019452