生態學研究觀點在閱障領域之診斷應用

Using Ecological Perspective on Reading Disabled Child

本研究旨在運用生態學研究觀點，從家庭及學校脈絡，深入瞭解影響個案閱讀困難的相關因素。研究者採取質化研究方式（qualitative research），以一位小學五年級閱障兒童為研究對象，透過深度訪談，輔以參與觀察和文件分析方式蒐集資料，分析歸納後發現結果如下：（一）從生態學觀點的研究顯示，在未介入的情況下，閱讀的現象、親子互動關係、課程結構改變、同儕相處、社會價值觀及傳統重視「智能」的文化價值觀，直接或間接影響到個案在閱讀能力上的表現。（二）本研究發現影響個案閱讀之因素，為一種循環性的結構模式，會造成其閱讀現象一再重複發生，而其運作的主力是來自於個案特殊的學習能力。

This case study aimed to describe the intervention processes of Fung-Fung, an 11-year-old boy who was diagnosed as reading disabled. Based on ecological perspective, the researcher used qualitative techniques in this study. The main findings were as followed:Before the intervention, several factors, including the reading-disabled symptoms, parent-child interaction, peer relationship, running curriculum, social beliefs and cultural values, have direct or indirect influences on the child's reading performance and school learning. The above factors generated a vicious/benign cycle which may decrease/increase reading performance of the child.