國民小學二年級閱讀低成就學生於新竹縣閱讀理解與數學解題篩選測驗之表現

The Study on Hsinchu County Reading Comprehension Ability and Mathematical Problem Solving Ability of the Second-grade Students with Reading Low Achievement

本研究採相關性研究法，以新竹縣國民小學二年級學生為母群體，使用「新竹縣閱讀基礎能力篩選測驗」（孟瑛如等，2011a）篩選出得分在百分等級25 以下的閱讀低成就學生共1297 人為研究對象，其目的主要是在探討國小二年級閱讀低成就學生在新竹縣閱讀理解及數學解題篩選測驗的表現情形。研究結果如下：
一、比較各分項閱讀理解能力之表現，顯示出閱讀低成就學生在使用閱讀的基本能力時確實產生困難。
二、閱讀低成就學生在數學解題的表現除了會受到語文能力之影響之外，同時亦受到注意力及數學能力的問題，而造成得分表現不佳的情形。
三、閱讀理解能力能預測數學解題能力，但因閱讀低成就學生的差異性較大，因此以閱讀理解能力預測數學解題能力之適配度和預測影響力皆低於一般學生。
四、閱讀理解對於一般學生在語法分析、文本理解、推論理解及摘要的表現具有較高的預測影響力，而對於閱讀低成就學生則是在文本理解及推論理解的預測影響力較高。
五、一般學生和閱讀低成就學生在數學解題的表現對於語文能力的預測影響力最大。此外，閱讀低成就學生在數學解題表現對於知覺能力、數學能力及注意力的預測影響力均具有一定的影響預測力。
本研究依照上述結論，提出對未來教育與研究的建議，以作為教育工作者補教教學及特殊教育研究者之參考。

This study used correlation method to analyze Hisnchu county second-grade students. By using the "Hsinchu County reading basic skills screening test" (Ying-Ru Meng et al., 2011a), the test score below PR25 were defined as low achievers in reading ,total 1297 were screened. The major purposes of the study were to investigate the performance of second-grade students with reading low achievement in reading comprehension and mathematical problem solving ability. The main findings were as follows:
1. Compare the performance of reading comprehension, showing low achievers in reading using a basic ability to read have difficulties.
2. The performance of mathematics problem-solving for low achievers in reading, not only the verbal ability, also attention and mathematics skills causing poor performance.
3. Reading comprehension ability could predict mathematics problem-solving, but the prediction in low achievers in reading were heterogeneity. Therefore, the CFI and power of prediction were lower than the general student.
4. The prediction of reading comprehension ability for the general student were higher in semantic comprehension、text comprehension、inferential comprehension and summarization; For low achievers in reading, were higher in text comprehension and inferential comprehension.
5. The prediction of mathematical problem solving ability for the general students and low achievers in reading, verbal ability was the highest. Besides, for low achievers in reading, perception ability、mathematics skills and attention could predicate mathematical problem solving ability.
The results of this study provide suggestions for future education and studies that help educator and special education researchers.