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

To Investigate Learning Effects of Pre-Referral-Word-Recognition Intervention for 1st Graders with Word-Recognition Difficulties

本研究旨於採用 A-B-A'單一受試研究設計 (基線、處理與追蹤期)，探討「轉介前識字教學介入」對五位國小一年級識字困難學童的學習效果；欲透過「轉介前識字教學介入」及早發現、及早介入各受試者的識字問題、以及評估介入反應的成效。\r以 C統計、臨界值考驗及效果值分析各受試者於各階段的識字學習效果是否有顯著的差異。研究工具，包括：(1)修訂畢保德圖畫詞彙測驗； (2)兒童認知發展測驗； (3)國小注音符號能力診斷測驗； (4)中文年級認字量表；以及(5)自編「轉介前識字教學介入」。研究結果顯示，「轉介前識字教學介入」對五位一年級識字困難學童皆有提升的識字學習效果及皆有介入反應的成效；撤除教學介入後，經由 C統計、臨界值考驗、以及效果值的分析結果顯示，四位受試者，未達顯著水準，於追蹤與處理期的識字學習效果無不同，介入效果保留；唯有一位受試者，達顯著水準，於追蹤與處理期的識字學習效果不同，並未維持很好的介入效果保留。

The purpose of this study was to investigate the learning effects of Pre-Referral-Word-Recognition-Intervention (PWRI) for assessing five 1st graders with significant word-recognition difficulties in Chinese. The research design was by A-B-A' single-subject research based on the baseline， PWRI and maintaining phases. All quantitative data were analyzed by the Tryon’s C statistics， effect sizes of d value and f-square ( f² ).Overall， it was indicated that five students made learning effects in PWRI phases when compared with their baseline phases， they were responsive toward PWRI. Four of five students maintained learning effects and only one didn’t maintain a good learning effect after withdrawing PWRI.