青少年線上閱讀策略覺察量表之效度驗證

The Validation of the Online Reading Strategy Awareness Inventory of Adolescents

本研究旨在發展青少年適用的線上閱讀策略覺察量表，並檢驗其效 度。本量表以後設認知為主要構念，側重條件性策略知識，依Zawilinski 等人(2007)線上閱讀理解策略的分類架構發展問題，評量學生在解決特 定的線上閱讀任務時，對數個可用閱讀策略的有用性程度覺察。研究樣 本取自臺灣某地區的八年級學生，包含204位預試樣本，601位正式施 測樣本。量表採用客觀式計分，以專家判斷作為標準。以結構方程模式 進行效度驗證，並以獨立樣本t檢定與單因子變異數分析考驗男女學生 及不同線上閱讀水準學生的線上閱讀策略覺察特徵差異。結果顯示，量 表具有良好的信效度，模式與實徵資料的適配度良好，線上閱讀策略覺 察與離線閱讀策略覺察具有中度關聯，且線上閱讀策略覺察對線上閱讀 表現的影響高於對離線閱讀表現的影響。女生的線上閱讀策略覺察優於 男生，高線上閱讀水準學生的線上閱讀策略覺察優於中、低水準學生。

The purpose of this study was to develop an online reading strategy awareness inventory of adolescents (ORSAI) and examined the preliminary validity. ORSAI was based on the construct of the metacognitive awareness and focused on the conditional reading strategy knowledge. Based on Zawilinski et al. (2007)’s online reading comprehension strategy framework， ORSAI assessed the usefulness rating of several applicable reading strategy in solving an specific reading scenario. A total of 601 eight graders were selected from one region in Taiwan for main survey. ORSAI adopt expert judgement for scoring. SEM was used for validation. The independent-sample t-test and ANOVA were used for the test of gender effect and different onine reading level respectively. The results showed the ORSAI had good validity and reliability， the model fit the empirical data well. There was a mid-level correlation between online reading strategy awareness and offline reading strategy awareness. The online reading strategy awareness had a greater effect on online reading performance than on offline reading performance. Girls performed better than Boys. Students with high-level online reading proficiency performed better than students with mid-level and low-level online reading proficiency.