伴隨口語問題的閱讀障礙兒童口語表現之探究：以一位國小四年級閱讀障礙兒童為例

A Case Study of Reading Disabilities Associated with Spoken Language Problems : A Mandarin Speaking Fourth-Grade Elementary Student as an Example

本研究旨在探討伴隨口語問題之閱讀障礙兒童的口語表現與問題。故採個案研究的方式，以一位國小四年級伴隨口語問題的閱讀障礙兒童為對象，蒐集其鑑定資料、口語能力評估及訪談等方式進行。研究結果指出：（一）相較於口語理解，個案有較顯著的口語表達問題，且在學前已出現口語發展遲緩的情形。（二）在語意層面上，個案較難以理解高層次的詞彙或象徵性語言意義。另外，個案的字彙及詞彙量有限，且出現因語句過度省略或過度使用「那個」等指示詞，而使語意模糊不清。（三）在語法層面上，個案在動詞、代名詞及助詞使用的正確率最低，且有關聯詞使用的問題，無法正確的運用關聯詞表達複句。另外，個案在語言樣本中亦呈現簡短、不連貫的語句。而個案出現迷走語的情形較一般發展兒童高，顯示個案在說話時較一般兒童不流暢。在所有類別的迷走語中，無意義語為最高的迷走語類別，其次為自我修正的現象。

This study was to explore the spoken language problems in semantic and syntactic deficits in a mandarin speaking student with reading disabilities associated with spoken language problems in Taiwan. A fourth-grade elementary student with reading disability (RD-L) was invited in this study. There were three findings addressed in this study. First, the RD-L suffered not only reading problems but also spoken language problems. The RD-L who has existed spoken language problems since a preschooler. Second, in semantic domain, the RD-L had difficult to realize higher level vocabulary and figurative language. We also found the RD-L had lower vocabulary diversity than typical development children. Finally, in the syntactic domain, the RD-L showed problems in sentence structure, such as verbs, pronouns, and particles. The RD-L also showed problems in using connectives. Further, The RD-L showed shorter and disruptive utterances than typical development children. In addition, there were more maze behaviors of RD-L than typical development children. It means that RD-L has disfluency problems in conversation with peers. Two significant maze behaviors were“filler vocalization”, and“revision”of RD-L.