課程本位閱讀測驗的效度研究

The Validity of Curriculum-Babed Reading Comprehension Tests

本研究的主旨為建立流暢性課程本位評量在閱讀領域的初步實證資料。包含兩個研究階段。研究對象為台中縣市以及彰化縣、南投縣之國小二、四、六年級學生。第一個階段於八十四學年度第一學期執行，樣本係普通班學生，目的在於建立字詞釋義、字詞朗讀、文章朗讀、克漏字測驗、故事重述、問題回答與畫分詞的單位等七種課程本位閱讀測驗的效標關聯效度，並作年級內與年級間各測驗之間的效度比較，所使用之效標包括國民小學國語文成就測驗、國語科學期成績與閱讀障礙特徵檢核表。第二個階段實施期間為八十四學年度第二學期，樣本是自第一階段樣本群中經迴歸分析篩選出來之閱讀障礙學生與配對產生之普通閱讀能力學生，本階段研究承續第一階段的研究發現，自七種閱讀測驗中找出效度較佳之測驗，然後比較閱讀障礙與普通閱讀能力學生在這些測驗上成長速率的差異。第一階段的研究結果顯示二、四、六年級中皆以字詞朗讀、文章朗讀與克漏字測驗的效標關聯效度最佳，且有隨年級的提升而效度係數漸次提高的趨勢。第二階段的研究顯示閱讀障礙學生在字詞朗讀、文章朗讀與克漏字測驗上的成長速率低俗普通閱讀能力學生，然未達到統計上的顯著水準。

The purpose of the current study was to establish the basic empirical data for the fluency model of the curriculum-based reading assessment. This is a two-phases study. The subjects were selected from elementary schools in central part of Taiwan, including Taichung City, Taichung County, Nantow and Changhaw. Sujects consisted of second, fourth and sixth graders from regular classrooms. The first phase of the study was conducted during the first semester of the 1995 school year. The goal was to set up the criterion-referenced validity for seven curriculum-based reading tests, including meaning explanation, oral reading on word lists, text reading, cloze procedure. story retell, question answering and chunking. The results indicated that, no matter in which grade oral reading on word lists, text reading and cloze procedure were always the ones with better criterion-referenced validity. The second phase of the study was to compare the growth rate of regular students' performance in oral reading on word lists, text reading and cloze procedure with that of reading disabled students. This was executed during the second semester of the 1995 school year. The resulted showed that, in all grades, the average growth rates of regular students were better than those of the students with reading disability. However, the differences did not reach statistic significance.