臺北市高職身心障礙學生閱讀理解能力之現況調查

A Study of the Reading Comprehension Ability of Vocational High School Students with Disabilities in Taipei

徐珮筠(PEI-YUN HSU)

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/碩士(2010年)

摘要

本研究旨在調查高職身心障礙學生的閱讀理解能力表現現況，並探討其閱讀理解能力與個人內在因素以及環境外在因素的關係。
研究樣本乃自臺北市26所公私立高中職抽取就讀職業類科之148名(聽障12名、學障85名、情障17名、自閉症14名)身心障礙學生，以研究者自編之閱讀理解測驗和學生背景調查問卷進行研究。在進行單一障別分析與各障別之差異比較時，則以實際收到的所有樣本進行分析。

本研究主要發現如下：

一、閱讀能力現況
就整體的閱讀能力而言，高職身心障礙學生在本研究自編閱讀測驗的答對率是50%，比公立高職普通生(答對率80%)差。比較三個閱讀理解層級，高職身心障礙學生在字面理解的閱讀能力顯著優於批判推理，批判推理又顯著優於行間推理。與普通高職生相較，高職身心障礙學生在三個理解層級閱讀能力表現都較差，以行間推理的落後最多，且在行間推理和批判推理層級的發展型態與普通高職生有差異。比較不同文體的閱讀能力，高職身心障礙學生的說明文閱讀表現顯著優於記敘文。

二、與個人內在因素的關係
依障別做比較，聽障、學障、情障和自閉症的閱讀能力未達顯著差異。高職身心障礙學生的閱讀能力不因年級或性別而有顯著差異。與閱讀行為的關係方面，高職身心障礙學生的整體閱讀能力和各項閱讀能力都跟閱讀行為未達顯著相關，僅批判推理能力和其閱讀行為呈低度正相關。

三、與外在環境因素的關係
(一)家中資源部份：家庭社經地位不同之高職身心障礙學生的閱讀能力達顯著差異，高社經學生明顯優於低社經學生。多數家中資源與高職身心障礙學生的閱讀能力未達顯著相關，僅家中有工具書之高職身心障礙學生的閱讀能力顯著優於沒有的學生。
(二)學校資源部份：高職身心障礙學生「知道學校有圖書館」、「有讀過推薦讀物」，或是他所就讀的學校有「舉辦閱讀活動」、「推薦課外讀物」，其閱讀能力會顯著優於不知道或沒有的學生。國中有接受過資源班課程服務之學生的閱讀表現顯著優於沒有接受資源班課程服務的學生。
綜合上述，相較於個人因素，環境因素與高職身心障礙學生的閱讀理解能力的關係有更多顯著相關的項目。環境因素中，學校資源比家庭資源與高職身心障礙學生的閱讀理解能力有更多顯著相關的項目。
本研究根據研究結果及研究限制，對教育工作者及未來研究提出相關建議。

關鍵字

高職身心障礙學生 ； 閱讀理解能力

並列摘要

The main purpose of this study was to investigate the current reading comprehension ability of vocational high school students with disabilities. It further explored the relationship between reading comprehension ability and individual internal factors, and also the relationship between reading comprehension ability and environmental external factors.
148 disabled students(including 12 hearing disabilities, 85 learning disabilities, 17 emotional disabilities, 14 autism) studying in the field of industry were selected from 26 public and private vocational high school. The subjects mentioned above had to take the reading comprehension test and the student background questionnaire both designed by the author. When analyzing the reading abilities of a single disability and comparing among the four disabilities, all subjects collected were analyzed together.
The major findings were as follows:
1. Current Reading Comprehension Ability
In general, the percentage of vocational high school disabled students’ correct responses is 50%, lower than the public vocational high school normal students (80%). These disabled students’ literal reading ability is better than their reading ability of critical inference, and their reading ability of critical inference is better than their reading ability of text-based inference. These disabled students’ reading abilities of the three levels mentioned above are worse than normal students’ reading abilities of the same three levels, especially the reading ability of critical inference. Additionally, disabled students’ the development pattern of the critical inference ability and the text-based inference ability is different from that of normal students. These disabled students’ expository reading ability is better than their narrative reading ability.
2. Relationship with individual internal factors
There is unobservable difference among the reading abilities of hearing-impaired, learning-disabled, emotional-disabled, and autism students. There is no significant difference among these students of different grades or different sex. Additionally, the overall reading abilities and other types of reading abilities of disabled students are not significantly related with their reading behavior, except for the critical inference which has low and positive relation with reading behavior.
3. Relationship with environmental external factors
(1)Family resources: There is observable difference among the reading abilities of students of different families’ social-economic status. Students of high families’ social-economic status are superior to students of low families’ social-economic status. Most family resources are not significantly related with the reading abilities of these students. Students having reference books do perform better than those who don’t have reference books.
(2)School resources: Students who knew the school library or had read the books recommended by their school do perform better than those who did not know or had never read. Students whose school had ever held reading activities or recommended books for students do perform better than those whose school had never held reading activities or recommended books. Students who had taken the resource classes in junior high school do perform better than those who did not take resource classes in junior high school.
In conclusion, environmental factors are far more closely related with the reading comprehension ability of vocational high school students with disabilities than individual factors. Among these environmental factors, more items of school resources are significantly associated with the reading ability of these students with disabilities than family resources.
According the aforementioned findings and the limitations of this study, the recommendations to educators and further researches were made.

並列關鍵字

vocational high school students with disabilities ； reading abilities ； reading comprehension

參考文獻

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