兩種取向的部件識字教學法對國小低年級語文低成就學生之成效比較

Two Different Approaches to Radical-Based Remedial Chinese Reading for Low-Achieving Beginning Readers in Primary School

洪儷瑜(Li-Yu Hung) ； 黃冠穎(Kuan-Ying Huang)

《特殊教育研究學刊》 31期 (2006/09) Pp. 43-71

https://doi.org/10.6172/BSE200609.3101003

摘要

基於考驗隨文與否對識字補救教學之影響與研發國小低年級有效識字補救教學之目的，本研究在台北縣兩所國小考驗「以文帶字」部件識字教學與「以字為主」部件識字教學之成效。本研究以不等組前後測設計進行實驗，在兩校選出33 位小一、二國語文低成就學生，隨機分派到兩組實驗教學和控制組，利用識字正確性、流暢性、聽寫、不同難易度文章朗讀與眛字為識字、寫字和閱讀等評估立即和保留的成效。研究結果主要發有三：(1)不同取向的部件識字教學各有其不同成效，但以文帶字的教學對於閱讀能力的成效較為全面，在識字、讀理解的正確和流暢性均有立即與保留的效果，以字為主的教學在識字流暢性僅有立即效果，識字、簡易版的文章朗讀和眛字理解有立即和保留效果。(2)二種教方法增進部件辨識之成效差異不大，但對於識字、閱讀能力之增進效果有所差異。(3)評量型式可以反應不同教學重點的功能，評量內容之難度會影響教學成效的顯著，以及成效的維持。

關鍵字

部件教學 ； 識字教學 ； 補救教學 ； 隨文識字

並列摘要

This study investigated the effects of two different approaches to the radical-based remedial reading of Chinese characters: one method combined the characters with the story context, the other did not. It thus tried to determine the most important factors for increasing the effectiveness of primary students' remedial Chinese reading. The study was designed as a nonequivalent control-group experiment. Thirty-three low achieving beginning readers were selected from the first and second grades in two primary schools in Taipei County and randomly assigned to three groups. The speed and accuracy of Chinese character recognition and writing were assessed via dictations and the oral reading of characters list and stories at two different levels, and maze of two different level stories. Analysis of the results of the two remedial reading methods yielded three major findings: (1) Readings employing characters with different reading material naturally produced different results. Both radical-based remedial reading show effectiveness, but the approach combined characters with story context proved more effective than the non-combining approach; (2) the difference of the effectiveness of two approaches of remedial reading program only found in maintain of the fluency of character recognition, oral reading of story and maze; (3) the result indicated the effectiveness of the remedial program varied from the different levels of difficulty of assessment.

並列關鍵字

Remedial Reading ； Radical-based Instruction ； Character Recognition ； Learning from Story Context

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