參考書目

(一) 研究方面

1. 雖然本研究使用「中文閱讀理解測驗」

篩選高、低閱讀能力學童，但是並未考慮智力、家庭文化因素，因此後續研究可使用更明確的閱讀障礙鑑定標準及更多樣的閱讀理解測驗篩選高低閱讀能力學童。

2. 本研究雖然使用常模樣本所建立的平均數與標準差比較低閱讀能力學童的各項語言能力或聽覺理解能力，但為更清楚了解低閱讀能力學童在語言技能的缺陷，後續研究可直接以同年齡、同年級、同智力等級或同家庭社經水準等標準，選取一般閱讀能力學童的配對組。

3. 本研究因需以閱讀理解能力作為相關分析及多元回歸分析之依變項，所以亦有比較高低閱讀能力學童的閱讀理解能力，但因不是研究重點並未深入探討此議題。後續研究可繼續針對理解層面，設計實驗或測試方式探討低閱讀能力學童之「推論」或「抽取文章重點大意」之能力。

4. 本研究發現語言表達能力與高閱讀能力學童的閱讀理解有密切之關係，後續研究可繼

續探討、比較高低閱讀能力學童在寫作表達、

口語述說能力之差異，以期能以實徵資料說明中文閱讀、書寫、口語述說之間的關係。

5. 本研究只試探性的以低於常模平均數一個標準差的標準探討低閱讀能力學童在整體性聽覺理解、字彙能力的表現水平，後續研究可更深入以音韻處理、聽覺理解、識字、閱讀高層次理解等向度剖析閱讀困難的亞型。

(二) 教學方面

1. 低閱讀能力學童在語意、語法能力等表現皆有問題，而語言能力又與閱讀有密切之關係，因此在教學上面，教師可善用有趣的教材、生動活潑的聽說讀寫教學活動，以提昇閱讀困難學生的語言技能。此外，教師亦可創造機會讓學童常接觸書籍，鼓勵他們閱讀課外書籍、報章雜誌，並常參加各項知性的活動，以擴展其生活經驗，增加一般世界知識，如此對其閱讀理解能力或是整體的語文能力必能有所助益。

2. 很多低閱讀能力學童都有字彙問題，而部首方面的知識又最能預測低閱讀能力學童的閱讀理解，因此教師在教學時可善用中文的組字規則，幫助閱讀困難學童發展字彙能力，以期他們可以因「由下而上」能力的加強，而促成「由上而下」的自動化。

3. 本研究亦發現一些低閱讀能力學童的聽覺理解能力較差，因此教師在教學上面應增強閱讀困難學童口語能力的發展，以多樣的語言訓練活動幫助這些學童發展聽、說能力，以期經由多管道的刺激促進其閱讀能力之提昇。

一、中文部分

方金雅（民85）：國小學生一般字彙知識、認字能力與國語文學業成就之相關研究。國立高雄師範大學教育研究所碩士論文。未

出版。

李俊仁、柯華葳（民88）：以認知成份分析區辨學童閱讀困難的效能。載於學童閱讀困難的鑑定與診斷研討會論文集（pp. 130-142）。教育部特殊教育工作小組。

邱上真、洪碧霞（民86）：國語文低成就學生閱讀表現之追蹤研究（Ⅱ）─國民小學國語文低成就學童篩選工具系列發展之研究

（Ⅱ）。國科會專案研究報告（編號：

NSC86-2413-H-017-002-F5）。

吳嘉芬（民87）：部首覺知對兒童認字的影響。國立中正大學心理學研究所碩士論文。未出版。

何寶璋（民83）：談漢語語法的一些特點。華文世界，71期，50-57頁。

林清山（民87）：教育心理學。臺北市：遠流出版社。

林寶貴、錡寶香（民88）：兒童口語理解測驗。教育部特殊教育工作小組。

林寶貴、錡寶香（民88）：中文閱讀理解測驗。教育部特殊教育工作小組。

林寶貴、錡寶香（民89）：國小學童書寫語言測驗。教育部特殊教育工作小組。

胡志偉（民78）：中文詞的辨識歷程。中華心理學刊，31期，1-16頁。

胡志偉、顏乃欣（1991-1992）：閱讀中文的心理歷程：80年代研究的回顧與展望。載於曾志朗編，中國語文心理學研究第一年度結案報告（pp.77-124）。中正大學認知科學研究中心。

洪碧霞、邱上真、葉千綺與林素微（民88）：

國小學童國語文能力成長組型之探討。載於學童閱讀困難的鑑定與診斷研討會論文集（pp. 130-142）。教育部特殊教育工作小組。

洪慧芳（民82）：文字組合規則與漢語閱讀障礙對漢語閱讀障礙學童的一項追蹤研究。

國立中正大學心理研究所碩士論文。未出版。

洪儷瑜（民86）：國小國語文低成就學生之視知覺能力研究。特殊教育研究學刊，15 期，275-292頁。

馬文駒（民83）：大陸識字教學新進展。載於海峽兩岸小學語文教學研討會論文集（pp.

109-125）。臺北市：國立臺北師範學院。

陳秀芬（民88）：中文一般字彙知識教學法在增進國小識字困難學生識字學習成效之探討。特殊教育研究學刊，17期，225-251 頁。

陳美芳（民86）：國小學童聽覺理解與聽覺記憶能力之研究－不同國語文程度學生的比較。特殊教育研究學刊，15期，293-305 頁。

陳美芳（民87）：國小學童口語語言理解與閱讀理解能力之關係。特殊教育研究學刊，

16期，171-184頁。

陳美芳（民88）：國語文低成就學童口語理解能力的發展。特殊教育研究學刊，17 期，189-204頁。

曾世杰、簡淑真（民84）：國語文低成就學生之工作記憶與聲韻處理能力之研究。國科會專題研究計劃成果報告，未出版。

曾世杰（民85）：閱讀低成就學童及一般學童的閱讀歷程成份分析研究。載於八十五學年度師範學院教育學術論文發表會

（pp.17-30）。教育部。

溫詩麗（民85）：北市國小閱讀障礙資源班學生認知能力組型之研究。國立臺灣師範大學特殊教育研究所碩士論文。未出版。

鄭昭明（民 80 ）：認知心理學。臺北：桂冠。

鄭涵元（民83）：詞的閱讀學習策略對國小兒童閱讀理解影響效果之實驗研究。國立臺灣師範大學教育心理與輔導研究所碩士論文。未出版。

劉信雄、曾世杰（民85）：閱讀低成就學童及一般學童的閱讀成分分析研究。行政院國科會專題研究成果報告（編號：NSC83-0301-H-024-009）。

蕭淳元（民84）：國語文低成就學童音韻能力之探討。國立臺南師範學院碩士論文。

錡寶香（民88）：語意－語法測驗。未出版。

簡明建（民87）：PASS認知歷程模式在國小閱讀障礙兒童認知歷程分析上之應用。特殊教育研究學刊，16期，225-245頁。

二、英文部分

Aaron, P. G. (1989). Dyslexia and hyperlexia. Dodrecht, The Netherlands:

Kluwer Academic Publishers.

Aaron, P. G. (1991). Can reading disabili-ties be diagnosed without using intelli-gence tests? Journal of Learning Dis-abilities, 24, 178-186.

Aaron, P. G., & Joshi, M. (1992 ). Reading problems: Consultation and remedia-tion. New York: The Guilford Press.

Aaron, P. G., & Joshi, M., & Williams, K. A.

(1999). Not all reading disabilities are alike. Journal of Learning Disabilities, 32(2), 120-137.

Badian, N. A. (1999). Reading disability defined as a discrepancy between listen-ing and readlisten-ing comprehension: A longi-tudinal study of stability, gender, differ-ences, and prevalence. Journal of Learning Disabilities, 32(2), 138-148.

Badian, N. A., Duffy, F. H., Als, H., &

McAnulty, G. B. (1991). Linguistic profiles of dyslexic and good readers.

Annals of Dyslexia, 41, 221-245.

Beck, I., Perfetti, C., and McKeown, M.

(1982). Effects of long-term vocabu-lary Instruction on lexical access and

reading comprehension. Journal of Edu-cational Psychology, 74, 506-521.

Ben-Dror, I., Bentin, S., & Frost, R. (1995).

Semantic, phonologic, and morphologic skills in reading disabled and normal children: Evidence from perception and production of spoken Hebrew. Read-ing Research Quarterly, 30(4), 876-893.

Bentin, S., Deutsch, A., & Liberman, I.

(1990). Syntactic competence and read-ing ability in children. Journal of Ex-perimental Child psychology, 48, 147-172.

Bishop, D., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders, and reading re-tardation. Journal of Child Psychol-ogy & Psychiatry, 31, 1027-1050.

Bjorklund, D. F., & Bernholtz, J. E. (1986).

The role of knowledge base in the memory performance of good and poor readers. Journal of Experimental Child Psychology, 41, 367-393.

Carr, T. H., Brown, T. L., Vavrus, L. G., &

Evans, M. A. (1990). Cognitive skill maps and cognitive skill profiles:

Componential analysis of individual dif-ferences in children's reading efficiency.

In T. H. Carr & B. A. Levy (Eds.), Reading and its development (pp. 90-110). New York: Academic Press.

Catts, H. W. (1993). The relationship be-tween speech-language impairments and reading disabilities. Journal of Speech and Hearing Research, 36, 948-959.

Crain, S. (1989). Why poor readers misun-derstand spoken sentences. In D.

Shenkweiler & I. Y. Liberman (Eds.),

Phonology and reading disability: Solv-ing the readSolv-ing puzzle (pp. 67-89).

Ann Arbor: University of Michigan Press.

Dermody, M., & Speaker, R. (1995).

Effects of reciprocal strategy training in prediciton, clarification, question gen-erating, and summarization on fourth graders’ reading comprehension. In K.

A. Hinchman, D. J. Leu, & C. K. Kinzer (Eds.), Forty-fourth yearbook of the National Reading Conference (pp. 190-196).

De Soto, J. L., & De Soto, C. B. (1983).

Reading achievement and automatic recognition of words and pseudowords.

Journal of Reading Behavior, 17(2), 115-127.

Glass, A. L., & Perna, J. (1986). The role of syntax in reading disability. Journal of Learning Disabilities, 19, 354-359.

Goswami, U., & Bryant, P. (1990). Phono-logic skills and learning to read. East Sussex, UK: Erlbaum.

Gough, P., & Tunmer, W. (1986). Decod-ing, readDecod-ing, and reading disability. Re-medial and Special Education, 7, 6-10.

Hallahan, D. P., Kauffman, J. M., & Lloyd, J.

W. (1999). Introduction to learning disabilities. Boston, MA: Allyn &

Bacon.

Hoover, W., & Gough, P. (1990). The simple view of reading. Reading &

Writing, 2, 127-160.

Hoskins, B. (1983). Semantics. In C.

Wren (Ed.), Language learning disabili-ties (pp. 85-111). Rockville, MD:

Aspen.

Just, M., & Carpenter, P. (1987). The

psy-chology of reading and language com-prehension. Boston, MA: Allyn &

Bacon.

Kamhi, A. G., & Catts, H. W. (1989).

Language and reading: Convergences, divergences, and development. In A. G.

Kamhi & H. W. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 1-34). Newton, MA:

Allyn & Bacon.

Kamhi, A. G., & Koenig, L. (1985).

Metalinguistic awareness in normal and language-disordered children. Lan-guage, Speech, and Hearing Services in Schools, 16, 199-210.

Kavale, K. (1982). A comparison of learn-ing disabled and normal children on the Boehm Test of Linguistic Concepts.

Journal of Learning Disabilities, 15, 160-164.

Kintsch, W. (1974). The representation of meaning in memory. Hillsdale, NJ:

Lawrence Erlbaum.

Kuder, S. J. (1997). Teaching students with language and communication disabili-ties. Boston, MA: Allyn & Bacon.

Leong, C. K. (1989). Productive knowledge of derivational rules in poor readers.

Annals of Dyslexia, 39, 94-115.

Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.

Lysynchuk, L., Pressley, M., & Vye, N. J.

(1990). Reciprocal teaching improves standardized reading comprehension per-formance in poor comprehenders. The Elementary School Journal, 90, 469-484.

McClelland, J. (1986). The programmable blackboard model of reading. In J.

McClelland and D. Rumelhart (Eds), Parallel distributed processes: Psycho-logical and bioPsycho-logical models, 2 (pp.

122-170). Cambridge, MA: MIT Press.

Menyuk, P., & Flood, H. (1981). Linguistic competence, reading, writing problems and remediation. Bulletin of the Orton Society, 31, 13-28.

Norman, D. A., & Rumelhart, D. E. (1975).

Explorations in cognition. San Fran-cisco, CA: W. H. Freeman.

Perfetti, C. (1985). Reading ability. New York:Oxford University Press.

Perfetti, C. A. (1990). The cooperative language processors: Semantic influ-ences in an autonomous syntax. In D.

A. Balota, G. G. Flores d’Arcais & K.

Rayner (Eds.), Comprehension proc-esses in reading (pp. 205-230). Hillsdale, NJ: Lawrence Erlbaum.

Roth, F., & Spekman, N. (1986). Syntactic abilities of learning disabled and normally achieving students: Some new findings. Paper presented at the Sym-posium on Research in Child Language Disorders, Madison, WI.

Roth, F., & Spekman, N. (1989). Higher-order language processes and reading disabilities. In A. G. Kamhi & H. W.

Catts (Eds.), Reading disabilities: A developmental language perspective (pp.

159-198). Newton, MA: Allyn & Bacon.

Rupley, W. H. (1995). Contributions of phonemic knowledge, prior knowledge, and listening comprehension to ele-mentary-age children's reading compre-hension. ERIC ED409548.

Sawyer, D. J. (1992). Language abilities, reading acquisition, and developmental

dyslexia: A discussion of hypothetical and observed relationships. Journal of Learning Disabilities, 25(2), 82-95.

Scarborough, H. S. (1991). Early syntactic development of dyslexic children. An-nals of Dyslexia, 41, 207-220.

Seidenberg, P., & Bernstein, D. (1986). The comprehension of similes and metaphors by learning disabled and non-learning disabled children. Language, Speech, and Hearing Services in Schools, 17, 219-229.

Seidenberg, P. L., & Bernstein, D. K. (1988).

Metaphor comprehension and perform-ance on metaphor-related language tasks:

A comparison of good and poor readers.

Remedial and Special Education, 9, 39-45.

Siegel, L., & Ryan, E. (1988). Development of grammatical-sensitivity, phonological and short-term memory skills in nor-mally achieving and learning disabled children. Developmental Psychology, 2(1), 28-37.

Singer, M. (1990). Psychology of language:

An introduction to sentence and dis-course processes. Hillsdale, NJ: Law-rence Erlbaum.

Singer, M. H., & Crouse, J. (1981). The relationship of context-use skills to reading: A case for an alternative experi-mental logic. Child Development, 52 , 1326-1329.

Snider, V. E. (1989). Reading comprehen-sion performance of adolescents with reading disabilities. Learning Disability Quarterly, 12, 87-96.

Stanovich, K. E. (1986). Cognitive proc-esses and the reading problems of

learning disabled children: Evaluating the assumption of specificity. In J. K.

Torgesen & Y. L. Wong (Eds.), Psycho-logical and educational perspectives in learning disabilities. New York:

Academic Press.

Stanovich, K. E. (1993). The construct validity of discrepancy definitions of reading disability. In G. R. Lyon, D. B.

Gray, J. F. Kavanagh, & N. A.

Krasnegor (Eds.), Better understanding of learning disabilities: New views from research and their implications for education and public policies (pp. 273-307). Baltimore, MD: Brookes.

Stanovich, K. E. (1994). Constructivism in reading education. Journal of Special Education, 28, 259-274.

Stanovich, K. E., & Siegel, L. S. (1994).

Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonologi-cal-core variable-difference model. Jour-nal of EducatioJour-nal Psychology, 86(1), 24-53.

Sticht, T. G., & James, J. H. (1984).

Listening and reading. In D. Pearson (Ed.), Handbook of reading research, Vol. 1 (pp. 293-317). New York:

Longman.

Strand, K. (1982). The development of idiom comprehension in language disor-dered children. Paper presented at the Symposium on Research in Child Lan-guage Disorders, Madison, WI.

Tallal, P., Curtiss, S., & Kaplan, R. (1989).

The San Diego longitudinal study:

Evaluating the outcomes of preschool impairment in language development.

Final report, National Institute of Neuro-logical Communication Disorders.

Vellutino, F. R. (1977). Alternative con-ceptualizations of dyslexia: Evidence in support of a verbal-deficit hypothesis.

Harvard Educational Review, 47,

在文檔中國小低閱讀能力學童語言能力之研究 (頁 21-28)