國小聽覺障礙學生加、減法文字題閱讀理解能力之研究

王雅蘭

指導教授 ： 張蓓莉

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2001年)

摘要

本研究旨在瞭解國小聽覺障礙學生加、減法文字題閱讀理解能力，蒐集閱讀理解困難部分、並分析其閱讀理解錯誤表現，最後比較中、高年級聽覺障礙學生加、減法文字題閱讀理解能力的差異。
研究利用自編工具「加、減法文字題閱讀理解測驗」(包含35個句型)蒐集大台北地區十所國小共八十三名中、高年級啟聰資源班學生的閱讀理解能力，資料整理分析結果如下：
一、 加、減法文字題閱讀理解能力：整體而言，中、高年級聽覺障礙學生加、減法文字題閱讀理解能力普遍低落且能力發展緩慢，但學生閱讀理解能力個別差異大。
二、 加、減法文字題閱讀理解困難部分：
(1) 中、高年級聽覺障礙學生加、減法文字題閱讀理解困難部分遍布於各類文字題。兩個年段學生閱讀理解困難一致的句型共有29個，另有5個改變類句型是中年級學生閱讀理解有困難而高年級學生沒有困難的部分，只有1個句型「…和…一樣多」是兩個年段學生閱讀理解都沒有困難的部分。
(2) 高年級聽覺障礙學生閱讀理解表現顯著優於中年級的句型共有10個。
(3) 語意關係對閱讀理解表現的影響因句型包含的語詞不同而有差異。
三、 加、減法文字題閱讀理解錯誤表現：
(1) 聽覺障礙學生的閱讀理解錯誤表現以系統性錯誤為主（個案在單一題目各選項作答時，所持想法一致，即稱為系統性錯誤），其中高年級學生答題時出現顯著系統性錯誤情形多於中年級學生。
(2) 聽覺障礙學生無法區辨不同語意結構的句型，常出現以等量概念理解各類不同句型的錯誤表現。
(3) 從不同語意結構來看：學生掌握改變類題目中表示最初量及最終量語詞的能力差，而當改變量語詞為抽象動詞時，學生無法將之與移轉基模結合；學生無法判別合併類題目中表示總量的語詞，誤解為子集合或將之與加法策略連結；學生無法將比較類題目中「…比…」句型與多--少基模結合；學生無法理解等化類題目中表示互斥集合大小、有差異的語詞。
本研究並針對研究結果及研究限制，對聽覺障礙學生的教學輔導及未來研究提出建議。
----------------------------------------------------------------------------------
關鍵字：聽覺障礙；加、減法文字題；閱讀理解；國小學生。

關鍵字

聽覺障礙 ； 加、減法文字題 ； 閱讀理解 ； 國小學生

並列摘要

The purposes of the study are to explore the reading comprehension ability of elementary school students with hearing impairment, to find out their difficulties and to analyze their errors in addition and subtraction word problems. A further attempt is made to compare the differences of the reading comprehension ability between the middle and the high graders.
Eighty-three middle and high graders with hearing impairment who came from resource rooms in ten elementary schools in Taipei City and County participated in this study. Data were collected with a self-developed instrument “The Test of Reading Comprehension in Addition and Subtraction Word Problems”, which contained thirty-five test items.
The main findings of the study are stated as follows:
1. The reading comprehension ability in addition and subtraction word problems: Hearing–impaired students’ reading comprehension ability is basically poor and develops slowly with age. Nevertheless, there are individual differences among them.
2. The reading comprehension difficulties in addition and subtraction word problems:
(1) When hearing-impaired students read the word problems, multitudinous difficulties are found in different types of word problems. Twenty-nine out of the thirty-five problems cause the difficulties for both the middle and the high graders. Another five change problems are found difficult for the middle graders, but not for the high graders. There is only one problem “…and …be equal” that both the middle and the high graders can resolve without difficulty.
(2) The high graders perform better than the middle graders in ten problems.
(3) The influence of the semantic structure of word problems on the students’ performances depends on the usage of terms in the sentences.
3. The reading comprehension errors in addition and subtraction word problems:
(1) When students use the same principle to judge each item in a problem, it is called systematic errors. The major errors students make are systematic ones. The number of significant systematic errors of the high graders is higher than that of the middle graders.
(2) The students cannot discriminate the semantic structure of word problems. They often apply the same “equal” concept to different types of word problems.
(3) As regards different types of semantic structures, the students are weak in understanding the terms which represent the start quantity and the result quantity in change problems. Moreover, if the terms which represent the transfer quantity are abstract, they cannot activate the transfer schema. In terms of combine problems, the students usually cannot recognize the terms which represent the superset, and further misunderstand it as another subset or activate the combination strategy. As for compare problems, the students cannot activate more/less schema to help themselves comprehend the sentence pattern ”…more/less than …” With respect to equalizing problems, the students cannot understand the terms which represent the differences between two sets.
Based on the results and the research limitations, some suggestions are made for mathematics instruction and future studies.
Key words: hearing impairment; addition and subtraction word problem; reading comprehension; elementary school student.

參考文獻

Gregory, S. (1998). Mathematics and deaf children. In S. Gregory, P. Knight, W. McCracken, S. Powers, & L. Watson(Eds.), Issues in deaf education (pp. 119-126). London: David Fulton Publishers Ltd.

翁素珍（民78）：國小六年級聽覺障礙學生數學能力之分析。國立彰化師範大學碩士論文，未出版。

邱上真、王惠川、朱婉艷、沈明錦（民84）：解題歷程導向教學對國小四年級數學科低成就學生解題表現之成效研究。特殊教育與復健學報，2期，235-271頁。

周台傑、詹士宜（民82）：國中智能不足學生數學應用問題解題歷程研究。特殊教育與復健學報，3期，179-215頁。

張蓓莉（民83）：台灣地區聽覺障礙學生句型理解能力。特殊教育研究學刊，10期，209-227頁。