轉介前識字教學介入對國小一年級識字困難學童的學習效果

Learning Effects of Preferral-Word-Recognition Intervention for 1st Grade Students with Learning Difficulties

本研究旨在探討轉介前識字教學介入對四位國小識字困難學童的整體學習反應效果。研究工具包括，兒童認知發展測驗、修訂畢保德圖畫詞彙測驗、國小注音符號能力診斷測驗、中文年級認字量表、基本讀寫字綜合測驗，以及自編「轉介前識字教學介入」的識字評量工具。以百分比分析「轉介前識字教學介入」對四位國小一年級識字困難學童的整體學習效果；以C統計與效果值分析各受試者於各階段內、階段間相鄰的變化。\r研究結果顯示，四位受試者接受「轉介前識字教學介入」後，能提升整體的學習效果；由C統計與臨界值考驗結果分析顯示，達顯著水準，於處理期的學習效果與基線期是不同的。四位受試者的正確得分情形呈現持續增加的趨勢，趨勢改變的效果量，呈現有效的學習反應，而其中一位雖呈現有效的學習反應，但其效果並不是很顯著。由C統計與臨界值考驗結果分析顯示，皆未達顯著水準，四位受試者於追蹤期的學習效果與處理期無不同，介入效果保留。此外，四位受試者於五種識字評量的最常見錯誤類型分析，包括，音似形似、音似形異、音似義異等。

The purpose of this study was to investigate the learning effects of Preferral-Word-Recognition-Intervention (PWRI) for assessing four elementary risky students with learning difficulties mainly in Chinese word-recognition. This study was used the percentile (%)， Tryon’s C statisticand f 2 scores to analyze all subjects’ learning effects. There were five formal assessments and one informal assessment. A-B-A' single subject research design consisted of the baseline， PWRI and maintaining phases. The results of Tryon’s C statistic， z scores and f 2 scores were indicated that three subjects got good learning effects toward PWRI， but only one subject didn’t makea significant learning difference. After withdrawing PRWI， four subjects maintained learning effects. In addition， the main types of word-recognition errors were included errors with similar pronunciation-forms， similar pronunciations and different forms.