國小中年級閱讀障礙兒童伴隨語言問題之研究

A Study of Reading Disabilities Associated with Language Problems in Mandarin Speaking Middle- Grade Elementary Students

本研究旨在探討國小中年級閱讀障礙兒童伴隨語言問題之比率、伴隨和不具語言問題 之閱讀障礙兒童的口語理解與表達能力、語意及語法能力之差異。研究對象為46 名國小中 年級閱讀障礙兒童。配合研究目的以《國民小學閱讀理解診斷測驗(elementary school reading comprehension diagnostic assessment， RCDA)》、課程本位口語流暢度測驗(curriculum-based measurement-oral reading fluency， CBM-ORF)及《華語學齡兒童溝通及語言能力測驗(test of communication and language ability for school-age children in Chinese， TCLA)》進行閱讀障礙 及伴隨語言問題之認定，及口語理解與表達能力之測量，並以敘述統計、獨立樣本t 檢定 及相依樣本t 檢定進行資料分析。研究結果：(1)國小中年級閱讀障礙兒童伴隨語言問題之 比率為74%；(2)伴隨語言問題之閱讀障礙兒童在TCLA 全測驗、理解量表及表達量表得分 顯著低於不具語言問題之閱讀障礙兒童；(3)伴隨語言問題之閱讀障礙兒童在TCLA 理解量 表得分顯著高於TCLA 表達量表得分，不具語言問題之閱讀障礙兒童則無內在差異存在； (4)在語意能力方面，伴隨語言問題之閱讀障礙兒童在TCLA 的詞彙及象徵性語言分測驗表 現顯著低於不具語言問題之閱讀障礙兒童；(5)在語法能力方面，伴隨語言問題之閱讀障礙 兒童在TCLA 的語句結構及關聯詞分測驗表現，顯著低於不具語言問題之閱讀障礙兒童。 最後，本研究依據研究結果進行討論並提供未來研究之建議，供研究者及教育工作者參考。

There were two objectives in this study. One was to examine the percentage of children with reading disabilities associated with language problems. The other one was to explore the expressive and receptive language skills in children with reading disabilities. Forty-six 3rd and 4th grade students with reading disabilities in Taiwan participated in the current study. Three instruments were administered: Elementary School Reading Comprehension Diagnostic Assessment (RCDA)， Curriculum-Based Measurement Oral Reading Fluency (CBM-ORF)， and Test of Communication and Language Ability for School-Age Children in Chinese (TCLA). The data were analyzed using descriptive statistics and t-test， which provided the following results: (a) Approximately 74% of children with reading disabilities associated with language problems. (b) Not only receptive language skills but also expressive language skills in children with reading disabilities had language problems (RD-L group) were significant lower than children with reading disabilities only (RD only group). (c) Receptive language skills were significant higher than expressive language skills in the RD-L group， but there was no difference in the RD only group. (d) The semantic performances which included vocabulary abilities and figurative language abilities in the RD only group were significant higher than in the RD-L group. (e) Syntactic performances which included sentence structure abilities and connectives abilities in the RD only group were significant higher than in the RD-L group.