Department of Special Education
National Taichung University of Education
Master Thesis
The Investigation of Curricular and Instructional Adaptations for Learning
Disability Student with Reading Difficulties from Taichung City Special
Educators of Elementary Schools
Mi-Chi, Huang
Advisor
Chu-Lung, Wu Ph. D
.
102
6
i
308 270 88% SPSS12.0
Excel t
ii
Abstract
The purpose of this study is to investigate the curricular and instructional adaptation for learning disability students with reading difficulties from special educators of elementary schools in Taichung. This study distinguished the relationships between teaching cognition and practice among special educators. Questionnaire survey was used in this study and the subjects were 308 special educators from the Taichung city, and valid response rate was 88%. Quantitative analytical methods are included average, standard deviation, t-test, one-way ANOVA, and Importance-Performance Analysis (IPA) with SPSS 12.0 software and Excel. Several important research findings are summarized as follows:
1. Resource room teachers rated the importance of curricular and instructional adaptations is high above.
2. The frequency that resource room teachers implement curricular and instructional adaptations is apparently high.
3. There is difference in resource room teacher’s rating the importance of curricular and instructional adaptations among different backgrounds (including curricular instructional adaptation subject, and modes), besides implement curricular and instructional adaptations among different backgrounds ( including curricular subject, curricular and instructional adaptation modes, and IEP executive).
4. The level of curricular and instructional adaptation importance and implement were positively related, otherwise applying the Importance-Performance Analysis (IPA) was evaluated curricular and instructional adaptation recommendations: (1) according to student’s style gives instruction; (2) tutoring proper learning way; (3) reducing text of reading load in worksheet.
The result of the study provides variously concrete suggestions to special educators, regular class teachers, and futures study.
Keywords: Curricular and Instructional Adaptation, Resource Room, Learning Disability
iii
... ii ... v ...viii ... 1 ... ………1 ... 6 ... 8 ... 10 ... 11 ... 11 ... 22 ... 33 ... 39 ... 39 ... 41 ... 43 ... 51 ... 53 ... 55 ... 55 ... 61 ... 67 .... 93 ... 101 ... 113
iv ... 121 ... 121 ... 124 ... 127 ... 137 ... 137 ... 146 ... 152 ... 156
v
2-1-1 ... 12 2-2-1 ... 25 3-2-2 ... 42 3-3-1 ... 46 3-3-2 ... 47 3-3-3 α ... 48 4-1-1 ... 56 4-1-2 ... 57 4-1-3 ... 58 4-1-4 ... 59 4-1-5 ... 60 4-2-1 ... 61 4-2-2 ... 62 4-2-3 ... 63 4-2-4 ... 64 4-2-5 ... 65 4-3-1 ... 67 4-3-2 ... 68 4-3-3 ... 69 4-3-4 ... 69 4-3-5 ... 70 4-3-6 ... 71 4-3-7 ... 72 4-3-8 ... 72 4-3-9 ... 73
vi 4-3-10 ... 73 4-3-11 ... 75 4-3-12 ... 75 4-3-13 ... 76 4-3-14 ... 77 4-3-15 ... 77 4-3-16 ... 78 4-3-17 ... 78 4-3-18 ... 79 4-3-19 ... 79 4-3-20 ... 80 4-3-21 ... 80 4-3-22 ... 81 4-3-23 ... 82 4-3-24 ... 83 4-3-25 ... 84 4-3-26 ... 84 4-3-27 ... 85 4-3-28 ... 85 4-3-29 ... 86 4-3-30 ... 86 4-3-31 ... 87 4-3-32 ... 88 4-3-33 IEP ... 89 4-3-34 IEP ... 90 4-3-35 ... 92 4-4-1 IPA ... 95
vii
4-4-2 IPA ... 96
4-4-3 IPA ... 98
4-4-4 IPA ... 99
viii
2-1-1 ... 14 2-1-2 ... 17 3-1-1 ... 40 3-4-1 ... 52 4-4-1 ... 93 4-4-2 IPA ... 95 4-4-3 IPA ... 96 4-4-4 IPA ... 97 4-4-5 IPA ... 99
1
Chall ( 1996) 2011 3 99 41490 9246 22% 2012 5 100 41891 10245 24% 2013 5 101 41962 11363 27% 99 80% ( Bender, 2004 ; Lerner & Johns, 2012)
2009
2 100 2004 IDEA ( IDEA,2004; Lerner, 2009) 2008 2009 2009
3 2006 Marston (1996) Hoover Patton (1997) Dowdy (1998) Wilson (2005) 2004
4 2010 2010 2010 2006 2002 2008
5
( Bender, 2004; Lerner, 2009)
6
1-1 1-2 2-1 2-2 3-1 IEP
7
3-2
IEP
4-1
8
2010 1999 1998 1999 101
2012 1. 2. 3.
9 101 2007 2006 2007 25
2008 Hoover & Patton, 1997
10
11
2012 1. 2. 3. (IDEA, 2004)
12 2-1-1 1997 Snowling & Stackhouse (1997) Nation (2005) Catts & Kamhi (2005)
13
Lyon (2010) 80%
Polloway, Patton Serna (2008)
Smith, 2012
2004
( )
(Catts & Kamhi, 2005) 2000 2010 Thomson (2009) 2-1-1 2000
14 2000 2-1-1
Thomson (2009) The Psychology of Dyslexia A Handbook of Teachers ( 181)
15 (Bender& Larlin, 2009) ( ) Bender ( 2001) (Smith, 2012) (Bender, 2006) ( ) 1996 2010 Bender (2006) Sousa (1995) (Swanson, 1999)
16 2010 ( ) Smith (2012 Mokhtari Reichard (2002) ( ) (Mercer, 1997 (Smith, 2012 2001 1997 2000 1999
17
2-1-2 1996 2006 Thomson 2009 Lerner& Johns, 2012 1996
18
2-1-2
Thomson (2009)
( Kirk, Gallagher, Anastasiow& Coleman, 2011)
Lerner (2009)
Lerner (2009)
19 2. 3. 4. 5. 6. Ritchey (2011) 1. 2. 3. (Lackaye, 1997) Swanson (2006) Weinstein Underwood (1985)
20 1995 1999 1996 (Flavell, 1976 ; Brown, 1987) Torgeson (1997)
21
Hallahan & Kauffman (2006)
Lerner Johns (2012)
(the National Reading Panel, 2006) 1.
2. 3. 4. 5.
22
2002
2009 2009 2001 1997 2001
23 IEP 2011 2011 1. 2. 3.
24 2011
2006 2007 1998 1999 2001 2006 Hallahan Kauffman (2006) Hoover Patton (2008) 2-2-1
25
2-2-1
IEP
Hoover & Patton (2008) The role of special educators in a multitiered instructional system ( 201)
1997 1994 2008 2008 1998 2008
26 2006 1998 2004 Hoover (2009) Hoover Patton (1997)
27 2011 Hoover Patton (1997) 2000 2011 1. 2. 3.
28 4. 5. 6. 7. 8. 2010 1 2 3 4 5 6
29 2010 1999 2000 1 2 3 4 5 6 7 8 1998 Janney Snell (2000) 2004
30
Byrnes 2005
Elliott, Thurlow, Ysseldyke & Erickson (1997)
2005
2012
31
2004
2004
Olson Platt (1996)
33
2002 2004 IEP 2005 132
34
2006
2006
2007
35 2010 IEP 2010 2011 IEP IEP 2012
36
2008
37 IEP 2008 IEP 2008 2009 2008
39
IEP 3-3-1
40 3-1-1
1. 2. 3. 4. 1. 2. 3.IEP 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5.
41
101
2012 10 1 (http://www.set.edu.tw/frame.asp) 25 101 298 80 378 370 308 3-2-1 3-2-2
42 3-2-1 24 26 12 18 2 14 8 18 22 12 6 12 14 16 12 8 18 22 22 4 6 12 10 2 2 4 6 12 6 10 2 2 3-2-2 2 4 8 6 2 2 4 6 6 2 2 2 2 2 6 2 4 2 2 6 2 4 2 101
43 60 0 60 308 285 92.5% 15 270 88%
2000
Idol (1989) Banks Necco (1990)
Glomb Morgan (1991)
44 6-10 11-15 16 IEP 2009 12 13-24 25-36 37 ; IEP 2006 Hoover Patton (1997) 2005 2010 2011
45 ( ) 1 2 3 4 5 6 12 7 8 9 10 11 12 11 1 2 3 7 11 5 4 6 8 9 10 1 2 3 4 5 9 6 7 8 11 10 11 1 2 3 4 5 6
46 7 10 8 9 10 44 3-3-1 3-3-1 5 A B 7 / 5 C D 10 / 3 E F 2008 101 60 60 100% ( )
47 t t 3 2008 3-3-2 .30 p .01 2008 3-3-2 2008 3-3-2 3-3-2 1-1 3.529*** .347** .316 1-2 4.078*** .464** .435 1-3 4.136*** .357** .329 1-4 3.781*** .433** .406 1-5 7.394*** .529** .504 1-6 14.476*** .614** .592 1-7 9.540*** .678** .659 1-8 5.109*** .564** .540 1-9 7.394*** .583** .560 1-10 7.373*** .451** .419 1-11 4.965*** .488** .461 1-12 4.203*** .494** .466
48 3-3-2 2-1 5.954*** .762** .746 2-2 7.175*** .707** .689 2-3 4.212*** .472** .446 2-4 6.087*** .571** .548 2-5 5.165.*** .638** .611 2-6 9.911*** .560** .533 2-7 9.540*** .659** .639 2-8 10.595*** .689** .669 2-9 3.459 .491** .464 2-10 5.779*** .609** .586 2-11 6.770*** .603** .579 3-1 9.864*** .657** .638 3-2 5.408*** .576** .543 3-3 8.789*** .697** .674 3-4 5.233*** .558** .527 3-5 7.047*** .618** .584 3-6 4.040*** .530** .495 3-7 3.353*** .505** .467 3-8 5.956*** .655** .627 3-9 6.070*** .630** .600 3-10 8.614*** .581** .554 3-11 4.958*** .603** .574 4-1 8.572*** .752** .733 4-2 16.544*** .729** .711 4-3 5.373*** .577** .550 4-4 14.476*** .694** .676 4-5 7.373*** .561** .533 4-6 8.614*** .696** .676 4-7 9.332*** .682** .657 4-8 6.520*** .550** .518 4-9 7.394*** .592** .569 4-10 4.958*** .586** .554 ** p<.01 *** p<.001 ( ) Likert Cronbach α .90 2008
49 Cronbach α 44 Cronbach α .955 α .883 12 Cronbach α .865~.881 Cronbach α Cronbachα .883 12 Cronbach α .877 11 Cronbach α .859~.873 Cronbach α Cronbachα .877 11 Cronbach α .879 11 Cronbach α .862~.874 Cronbach α Cronbachα .879 11 Cronbach α .874 10 Cronbach α .853~.876 Cronbach α Cronbach α .876 .874 Cronbach α α .874 3-3-3 3-3-3 α 1 .876 .859 .874 .853 2 .881 .861 .866 .854 3 .876 .873 .871 .866 4 .872 .872 .870 .858 5 .877 .869 .865 .865 6 .872 .867 .869 .862 7 .874 .861 .870 .859 8 .869 .869 .865 .876 9 .865 .870 .862 .863 10 .878 .861 .874 .867 11 .871 .866 .872 12 .875 α .883 .877 .879 .874 N=60
50
43 12
10 11 10
51
3-4-1 . . . . . 101
52
.
.
SPSS for windows Excel
.
53
SPSS for Windows Excel
( )
(Important Performance; IPA) 1977
Martilla James IPA
IPA Excel
4-1
( ) t
54 ( ) Tukey HSD ( )Pearson Pearson 4-2
55
270
43 12 10 11 10 43 4-1-1
56 4-1-1 (M) (SD) 3.54 .38 2.58 ~ 4 1 3.38 .41 2.10 ~ 4 3 3.36 .43 2.27 ~ 4 4 3.39 .44 2.10 ~ 4 2 3.42 .38 2.39 ~ 4 N=270 3.42 3.36~3.54 (M =3.54) (M =3.39) (M =3.38) (M =3.36) 12 4-1-2 3.54 3.40~3.63 2.5 12 3 (M =3.63)
57 (M =3.61) (M =3.59) (M =3.40) 4-1-2 M SD 1. 2. IEP 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 3.61 3.54 3.63 3.57 3.55 3.58 3.59 3.51 3.56 3.53 3.40 3.44 .502 .528 .484 .532 .513 .531 .507 .537 .519 .557 .541 .534 2 8 1 5 7 4 3 10 6 9 12 11 N=270 10 4-1-3 3.38 3.22~3.55
58 2.5 10 3 (M =3.55) (M =3.48) (M =3.46) (M =3.22) 4-1-3 M SD 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 5W 3.35 3.27 3.55 3.48 3.22 3.34 3.42 3.46 3.43 3.37 .564 .576 .527 .543 .598 .561 .516 .563 .539 .574 7 9 1 2 10 8 5 3 4 6 N=270 11 4-1-4
59 4-1-4 M SD 1. 2. 3. 4. 5. 6. / 7. 8. 9. 10. IEP 11. 3.59 3.32 3.41 3.46 3.16 3.36 3.19 3.24 3.51 3.38 3.40 .530 .605 .602 .542 .730 .615 .697 .670 .544 .577 .521 1 8 4 3 11 7 10 9 2 6 5 N=270 3.363 3.16~3.59 2.5 10 3 (M =3.59) (M =3.51) (M =3.46) (M =3.16)
60 10 4-1-5 4-1-5 M SD 1. 2. 3. 4. 5. 6. 7. / 8. 9. … 10. 3.41 3.43 3.35 3.40 3.38 3.49 3.42 3.30 3.48 3.33 .576 .539 .601 .568 .584 .523 .544 .630 .536 .621 5 3 8 6 7 1 4 10 2 9 N=270 3.398 3.30~3.49 2.5 10 3 (M =3.49) … (M =3.48) (M =3.43) (M =3.30)
61
43 12 10 11 10 43 4-2-1 4-2-1 (M) (SD) 3.31 .40 2.08~ 4 1 3.07 .43 1.80 ~ 4 4 3.11 .48 1.45 ~ 4 3 3.23 .45 1.70 ~ 4 2 3.19 .38 2.00 ~ 4 N=270 3.19 3.07~3.31 (M =3.31) (M =3.23) (M =3.11) (M =3.07)
62 12 4-2-2 4-2-2 M SD 1. 2. IEP 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 3.37 3.50 3.41 3.35 3.38 3.33 3.23 3.27 3.34 3.26 3.10 3.29 .556 .550 .577 .608 .638 .615 .635 .708 .636 .662 .707 .688 4 1 2 5 3 7 11 9 6 10 12 8 N=270 3.31 3.10~3.50 2.5 12 3 IEP (M =3.50) (M
63 =3.41) (M =3.38) (M =3.10) 10 4-2-3 4-2-3 M SD 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 5W 2.90 2.66 3.43 3.36 2.73 3.11 3.07 3.38 3.15 2.94 .742 .714 .604 .599 .759 .666 .656 .620 .659 .752 8 10 1 3 9 5 6 2 4 7 N=270 3.07 2.66~3.43 2.5 10 2.5
64 (M =3.43) (M =3.38) (M =3.36) (M =2.66) 11 4-2-4 4-2-4 M SD 1. 2. 3. 4. 5. 6. / 7. 8. 9. 10. IEP 11. 3.52 2.49 3.22 3.30 2.76 3.05 2.84 2.82 3.49 3.10 3.23 .620 .783 .692 .674 .979 .821 .936 .862 .655 .745 .691 1 8 5 3 11 7 9 10 2 6 4 N =270 3.114 2.5
65 2.76~3.52 11 2.5 (M =3.52) (M =3.49) (M =3.30) (M =2.76) 10 4-2-5 4-2-5 M SD 1. 2. 3. 4. 5. 6. 7. / 8. 9. … 10. 3.36 3.30 3.26 3.31 3.21 3.42 3.18 2.87 3.32 3.12 .640 .701 .720 .638 .707 .615 .735 .788 .625 .788 2 5 6 4 7 1 8 10 3 9 N=270
66 3.23 2.87~3.42 2.5 (M =3.42) (M =3.36) … (M =3.32) (M =2.87)
67
IEP . 4-3-1 4-3-1 t p 60 3.49 0.41 -1.711 0.088 210 3.56 0.37 60 3.31 0.40 -1.622 0.106 210 3.41 0.42 60 3.35 0.38 -0.300 0.764 210 3.36 0.45 60 3.38 0.41 -0.262 0.794 210 3.40 0.44 60 3.38 0.35 -1.052 0.294 210 3.44 0.38 4-3-2
68 4-3-2 t p 60 3.24 0.37 -1.723 0.086 210 3.34 0.41 60 3.00 0.40 -1.403 0.162 210 3.09 0.44 60 3.05 0.45 -1.056 0.292 210 3.13 0.49 60 3.14 0.47 -1.710 0.088 210 3.25 0.44 60 3.11 0.36 -1.694 0.091 210 3.21 0.38 . 4-3-3 4-3-4
69 4-3-3 F p 5 79 3.53 0.38 0.232 0.844 6-10 95 3.56 0.39 11-15 75 3.54 0.37 16 21 3.49 0.40 5 79 3.34 0.42 1.342 0.361 6-10 95 3.44 0.41 11-15 75 3.40 0.39 16 21 3.27 0.48 5 79 3.35 0.42 0.740 0.529 6-10 95 3.41 0.43 11-15 75 3.33 0.41 16 21 3.29 0.53 5 79 3.36 0.42 0.796 0.497 6-10 95 3.44 0.42 11-15 75 3,39 0.44 16 21 3,30 0.53 5 79 3.40 0.38 0.793 0.499 6-10 95 3.47 0.37 11-15 75 3.42 0.36 16 21 3.34 0.46 4-3-4 F p 5 79 3.29 0.38 0.852 0.467 6-10 95 3.36 0.42 11-15 75 3.31 0.38 16 21 3.23 0.44 5 79 3.03 0.40 1.264 0.287 6-10 95 3.13 0.46 11-15 75 3.06 0.40 16 21 2.99 0.46 5 79 3.17 0.40 0.538 0.657 6-10 95 3.09 0.53 11-15 75 3.07 0.49 16 21 3.12 0.54 5 79 3.25 0.42 1.143 0.332 6-10 95 3.26 0.47 11-15 75 3.21 0.47 16 21 3.07 0.41 5 79 3.19 0.33 0.559 0.642 6-10 95 3.22 0.42 11-15 75 3.17 0.37 16 21 3.10 0.42
70 . 4-3-5 4-3-5 F p 91 3.57 0.40 0.655 0.623 124 3.53 0.36 9 3.50 0.41 2 3.83 0.23 44 3.49 0.40 91 3.40 0.41 0.423 0.792 124 3.37 0.42 9 3.46 0.43 2 3.70 0.28 44 3.38 0.41 91 3.36 0.42 0.922 0.452 124 3.36 0.43 9 3.48 0.44 2 3.81 0.25 44 3.30 0.46 91 3.44 0.44 0.708 0.587 124 3.38 0.42 9 3.42 0.47 2 3.65 0.35 44 3.33 0.45 91 3.45 0.38 0.671 0.613 124 3.41 0.37 9 3.47 0.42 2 3.75 0.27 44 3.38 0.39 4-3-6
71 4-3-6 F p 91 3.33 0.39 1.301 0.270 124 3.28 0.40 9 3.43 0.47 2 3.83 0.23 44 3.33 0.40 91 3.08 0.38 1.128 0.344 124 3.05 0.45 9 3.18 0.43 2 3.65 0.21 44 3.06 0.45 91 3.17 0.44 1.350 0.25 124 3.06 0.51 9 3.23 0.44 2 3.63 0.25 44 3.07 0.51 91 3.29 0.43 0.987 0.415 124 3.20 0.48 9 3.18 0.36 2 3.55 0.21 44 3.18 0.43 91 3.22 0.35 1.368 0.245 124 3.15 0.39 9 3.26 0.41 2 3.67 0.23 44 3.17 0.39 . 4-3-7
72 4-3-8 4-3-7 t p 60 3.55 0.36 0.178 0.859 210 3.54 0.39 60 3.34 0.42 -0.919 0.359 210 3.40 0.41 60 3.38 0.43 0.456 0.649 210 3.35 0.43 60 3.38 0.45 -0.295 0.768 210 3.40 0.43 60 3.42 0.39 -0.130 0.897 210 3.42 0.37 4-3-8 t p 60 3.36 0.39 1.054 0.293 210 3.30 0.40 60 3.13 0.39 1.202 0.230 210 3.05 0.44 60 3.18 0.45 1.205 0.229 210 3.09 0.49 60 3.24 0.42 0.280 0.779 210 3.22 0.46 60 3.23 0.37 1.096 0.274 210 3.17 0.38 . 4-3-9
73 4-3-9 F p 12 11 3.47 0.46 0.279 0.841 13-24 46 3.53 0.36 25-36 86 3.57 0.39 37 127 3.53 0.38 12 11 3.39 0.42 0.636 0.592 13-24 46 3.39 0.41 25-36 86 3.43 0.43 37 127 3.35 0.41 12 11 3.33 0.49 0.026 0.994 13-24 46 3.35 0.43 25-36 86 3.36 0.47 37 127 3.37 0.40 12 11 3.21 0.54 1.589 0.192 13-24 46 3.35 0.42 25-36 86 3.46 0.47 37 127 3.38 0.40 12 11 3.36 0.45 0.409 0.747 13-24 46 3.41 0.37 25-36 86 3.46 0.40 37 127 3.41 0.36 4-3-10 F p 12 11 3.35 0.42 0.205 0.893 13-24 46 3.28 0.42 25-36 86 3.33 0.40 37 127 3.31 0.39 12 11 3.10 0.50 0.446 0.720 13-24 46 3.12 0.40 25-36 86 3.08 0.41 37 127 3.04 0.44 12 11 3.23 0.33 0.228 0.877 13-24 46 3.12 0.51 25-36 86 3.10 0.49 37 127 3.10 0.48 12 11 3.21 0.52 1.022 0.383 13-24 46 3.16 0.52 25-36 86 3.30 0.46 37 127 3.21 0.42 12 11 3.23 0.38 0.184 0.907 13-24 46 3.17 0.40 25-36 86 3.21 0.37 37 127 3.17 0.38
74
4-3-10
.
4-3-11
75 4-3-11 F p 205 3.54 0.39 0.017 0.997 25 3.55 0.37 32 3.53 0.38 8 3.53 0.32 205 3.40 0.43 0.848 0.469 25 3.29 0.34 32 3.39 0.40 8 3.25 0.32 205 3.37 0.44 1.103 0.348 25 3.29 0.34 32 3.38 0.42 8 3.12 0.39 205 3.40 0.44 0.877 0.453 25 3.39 0.35 32 3.40 0.48 8 3.15 0.42 205 3.43 0.38 0.573 0.633 25 3.38 0.30 32 3.43 0.38 8 3.27 0.31 4-3-12 F p 205 3.34 0.41 1.390 0.246 25 3.33 0.33 32 3.18 0.36 8 3.26 0.44 205 3.08 0.44 0.438 0.726 25 3.01 0.35 32 3.02 0.44 8 3.15 0.35 205 3.13 0.50 0.297 0.827 25 3.05 0.39 32 3.06 0.50 8 3.09 0.36 205 3.24 0.45 0.247 0.864 25 3.26 0.34 32 3.19 0.52 8 3.13 0.53 205 3.20 0.39 0.475 0.700 25 3.17 0.25 32 3.11 0.39 8 3.16 0.35
76 . 4-3-13 t 12 4-3-13 249 27.4% 92.2% 240 26.4% 88.9% 170 18.7% 63% 120 13.2% 44.4% 118 13% 43,7% 12 1.3% 4.4% 909 100% 336.7%
77 4-3-14 4-3-14 t p 249 3.53 0.39 -1.812 0.071 21 3.69 0.33 249 3.37 0.42 -1.594 0.112 21 3.52 0.39 249 3.35 0.43 -1.087 0.278 21 3.46 0.49 249 3.39 0.44 -0.639 0.523 21 3.45 0.44 249 3.41 0.37 -1.416. 0.158 21 3.54 0.38 t -2.189 (p =0.029) 4-3-15 4-3-15 t p 249 3.30 0.40 -2.189* 0.029 > 21 3.50 0.37 249 3.06 0.43 -1.654 0.099 21 3.22 0.36 249 3.10 0.48 -0.696 0.487 21 3.18 0.49 249 3.22 0.46 -0.791 0.430 21 3.30 0.36 249 3.17 0.38 -1.522 0.129 21 3.31 0.35 * p < .05
78 4-3-16 4-3-16 t p 240 3.55 0.38 1.821 0.070 30 3.42 0.39 240 3.40 0.41 1.372 0.171 30 3.29 0.43 240 3.38 0.43 1.779 0.076 30 3.23 0.43 240 3.41 0.43 1.877 0.062 30 3.25 0.45 240 3.44 0.37 1.900 0.059 30 3.30 0.38 4-3-17 t p 240 3.33 0.39 1.801 0.073 30 3.19 0.47 240 3.08 0.42 1.263 0.208 30 2.98 0.47 240 3.12 0.48 1.403 0.162 30 2.99 0.51 240 3.25 0.45 1.790 0.075 30 3.09 0.46 240 3.20 0.37 1.816 0.070 30 3.07 0.42 4-3-17
79 4-3-18 4-3-18 t p 120 3.57 0.37 1.033 0.303 150 3.52 0.39 120 3.44 0.40 1.591 0.113 150 3.35 0.42 120 3.37 0.44 0.534 0.594 150 3.35 0.43 120 3.41 0.45 0.451 0.652 150 3.38 0.42 120 3.45 0.38 0.979 0.328 150 3.40 0.37 4-3-19 t p 120 3.38 0.40 2.441* 0.015 > 150 3.26 0.39 120 3.14 0.43 2.282* 0.023 > 150 3.02 0.42 120 3.13 0.48 0.579 0.563 150 3.09 0.49 120 3.24 0.47 0.336 0.737 150 3.22 0.44 120 3.23 0.39 1.592 0.112 150 3.15 0.37 * p < .05 t 2.441 (p =0.015)
80 t 2.282 (p =0.023) 4-3-19 4-3-20 4-3-20 t p 118 3.59 0.37 1.887 0.060 152 3.50 0.39 118 3.41 0.40 1.027 0.305 152 3.36 0.42 118 3.39 0.43 0.969 0.333 152 3.34 0.44 118 3.43 0.44 1.149 0.252 152 3.37 0.43 118 3.46 0.36 1.395 0.164 152 3.39 0.38 4-3-21 t p 118 3.39 0.39 2.909** 0.004 > 152 3.25 0.40 118 3.13 0.41 2.213* 0.028 > 152 3.02 0.43 118 3.15 0.50 1.256 0.210 152 3.08 0.47 118 3.25 0.45 0.784 0.434 152 3.21 0.46 118 3.24 0.39 2.059* 0.040 > 152 3.14 0.37 * p < .05 ** p < .01
81 4-3-21 t 2.059 (p =0.040) t 2.909 (p =0.004) t 2.213 (p =0.028) 4-3-22 t 2.322 (p =0.021) 4-3-22 t p 170 3.58 0.37 2.322* 0.021 > 100 3.47 0.40 170 3.40 0.39 0.717 0.474 100 3.36 0.45 170 3.37 0.42 0.471 0.638 100 3.34 0.45 170 3.42 0.42 1.064 0.288 100 3.36 0.46 170 3.45 0.36 1.266 0.206 100 3.38 0.40 * p < .05
82 t 2.264 (p =0.024) t 2.256 (p =0.025) t 2.059 (p =0.040) 4-3-23 4-3-23 t p 170 3.36 0.40 2.256* 0.025 > 100 3.24 0.39 170 3.10 0.39 1.607 0.109 100 3.01 0.48 170 3.16 0.46 2.059* 0.040 > 100 3.03 0.52 170 3.27 0.32 1.818 0.070 100 3.16 0.49 170 3.23 0.27 2.264* 0.024 > 100 3.12 0.41 * p < .05 . 4-3-24
83 4-3-24 268 45.2% 99.3% 133 22.4% 49.3% 102 17.2% 37.8% 62 10.5% 23.0% 28 4.7% 10.4% 593 100% 219.6% t 4-3-25 4-3-26
84 4-3-25 t p 28 3.47 0.39 -0.925 0.356 242 3.55 0.38 28 3.32 0.37 -0.899 0.370 242 3.39 0.42 28 3.40 0.42 0.580 0.562 242 3.35 0.43 28 3.33 0.41 -0.792 0.429 242 3.40 0.44 28 3.39 0.36 -0.536 0.592 242 3.43 0.38 4-3-26 t p 28 3.35 0.35 0.479 0.633 242 3.31 0.41 28 3.11 0.40 0.472 0.637 242 3.06 0.43 28 3.20 0.48 0.989 0.324 242 3.10 0.48 28 3.20 0.44 -0.411 0.681 242 3.23 0.45 28 3.22 0.38 0.472 0.637 242 3.18 0.38 ( ) 4-3-27 t 2.310( p= 0.024)
85 t 2.192( p= 0.029) t 2.059( p= 0.025 4-3-28 4-3-27 t p 133 3.57 0.36 1.113 0.267 137 3.51 0.41 133 3.41 0.39 0.893 0.373 137 3.36 0.43 133 3.40 0.42 1.548 0.123 137 3.32 0.44 133 3.42 0.42 0.815 0.416 137 3.37 0.45 133 3.45 0.36 1.219 0.224 137 3.39 0.39 4-3-28 t p 133 3.36 0.38 1.637 0.103 137 3.27 0.42 133 3.13 0.40 2.192* 0.029 > 137 3.01 0.45 133 3.18 0.47 2.059* 0.025 > 137 3.04 0.49 133 3.28 0.45 1.849 0.065 137 3.18 0.46 133 3.24 0.37 2.310* 0.024 > 137 3.13 0.39 * p < .05 ( )
86 t 2.186( p= 0.030) t 2.326( p= 0.021) t 2.710( p= 0.007) 4-3-29 4-3-29 t p 102 3.61 0.36 2.326* 0.021 > 168 3.50 0.39 102 3.44 0.38 1.783 0.076 168 3.35 0.43 102 3.40 0.43 1.149 0.251 168 3.33 0.43 102 3.49 0.41 2.710** 0.007 > 168 3.34 0.44 102 3.49 0.35 2.186* 0.030 > 168 3.38 0.39 * p < .05 ** p < .01 4-3-30 t p 102 3.42 0.40 3.396*** 0.001 > 168 3.25 0.39 102 3.17 0.43 2.921** 0.004 > 168 3.01 0.42 102 3.16 0.50 1.313 0.190 168 3.08 0.47 102 3.32 0.44 2.540* 0.012 > 168 3.17 0.45 102 3.17 0.38 2.899** 0.004 > 168 3.13 0.37 * p < .05 ** p < .01 ***p < .001 t 2.899( p= 0.004) t 3.396( p= 0.001) t 2.921( p= 0.004) t 2.540( p= 0.012)
87 4-3-30 ( ) t 2.187( p= 0.030) t 2.143( p= 0.033) t 2.220( p= 0.027) 4-3-31 4-3-31 t p 62 3.63 0.37 2.143* 0.033 > 208 3.51 0.39 62 3.49 0.38 2.220* 0.027 > 208 3.35 0.42 62 3.45 0.43 1.874 0.062 208 3.33 0.43 62 3.48 0.43 1.688 0.093 208 3.37 0.44 62 3.51 0.37 2.187* 0.030 > 208 3.40 0.37 * p < .05 t 2.163( p= 0.031) t 2.154( p= 0.032) t 2.242( p= 0.026) 4-3-32
88 4-3-32 t p 62 3.39 0.37 1.713 0.088 208 3.29 0.41 62 3.17 0.37 2.154* 0.032 > 208 3.04 0.44 62 3.23 0.50 2.242* 0.026 > 208 3.07 0.47 62 3.30 0.47 1.302 0.194 208 3.21 0.44 62 3.28 0.36 2.163* 0.031 > 208 3.16 0.38 * p < .05 .IEP IEP IEP 1-35 11.83 IEP 1 1-8 45 16.6% 饋 9-11 110 40.7% 3 12-15 76 28.1% 4 16 14.6% 39 16 Tukey HSD IEP 4-3-33 IEP
89 F 3.207( p= .027) F 2.733( p= .044) F 3.393( p= .019) F 2.952( p= .003) 4-3-34 Tukey HSD 9-11 1-8 9-11 1-8 4-3-33 IEP IEP F p 11-8 45 16.6% 3.38 0.39 1.346 0.260 29-11 110 40.7% 3.53 0.37 312-15 76 28.1% 3.61 0.39 416 39 14.6% 3.49 0.38 11-8 45 16.6% 3.36 0.47 0.437 0.726 29-11 110 40.7% 3.39 0.40 312-15 76 28.1% 3.42 0.42 416 39 14.6% 3.33 0.38 11-8 45 16.6% 3.25 0.47 1.575 0.196 29-11 110 40.7% 3.37 0.41 312-15 76 28.1% 3.42 0.45 416 39 14.6% 3.33 0.39 11-8 45 16.6% 3.31 0.45 1.837 0.141 29-11 110 40.7% 3.41 0.43 312-15 76 28.1% 3.46 0.44 416 39 14.6% 3.30 0.41 11-8 45 16.6% 3.35 0.41 1.422 0.237 29-11 110 40.7% 3.43 0.36 312-15 76 28.1% 3.48 0.38 416 39 14.6% 3.37 0.36
90 4-3-34 IEP IEP F p 11-8 45 16.6% 3.24 0.39 1.102 0.349 29-11 110 40.7% 3.34 0.36 312-15 76 28.1% 3.35 0.43 416 39 14.6% 3.26 0.45 11-8 45 16.6% 2.94 0.46 2.733* 0.044 29-11 110 40.7% 3.12 0.41 312-15 76 28.1% 3.11 0.44 416 39 14.6% 2.98 0.38 11-8 45 16.6% 2.91 0.53 3.393* 0.019 2>1 29-11 110 40.7% 3.18 0.46 312-15 76 28.1% 3.13 0.50 416 39 14.6% 3.09 0.43 11-8 45 16.6% 3.11 0.49 2.952* 0.033 29-11 110 40.7% 3.29 0.41 312-15 76 28.1% 3.28 0.50 416 39 14.6% 3.10 0.40 11-8 45 16.6% 3.06 0.40 3.207* 0.027 2>1 29-11 110 40.7% 3.24 0.34 312-15 76 28.1% 3.22 0.41 416 39 14.6% 3.12 0.36 * p < .05 4-3-35 4-3-35 IEP
91
9-11 1-8 1-8
92 4-3-35 4-3-35 1 2 3 4 5 6 7 8 9IEP
93
43
(Importance-Performance Analysis; IPA)
4-4-1
( ) ( )
( ) ( )
X Y
94
(Importance-Performance Analysis; IPA)
(X ) (Y )
( 4-4-1)
Martilla James (1977) IPA
Ⅳ ( ) IPA 12 ( 3.319 , 3.54 ) 4-4-2 12 0.1 0.067 4-4-1 IEP IEP IEP IEP
95 4-4-1 IPA 1. 3. 4. 5. 6. 9. 7. 8. 10. 11. 12. 2. IEP 4-4-2 IPA ( ) IPA 10
96 ( 3.073 , 3.389 ) 4-4-3 10 0.268 0.099 4-4-2 4-4-2 IPA 1. 3. 4. 8. 9. 7. 2. 5. 10. 5W 6. 4-4-3 IPA
97 ( ) IPA 11 ( 3.074 , 3.365 ) 4-4-4 11 0.32 0.132 4-4-3 4-4-4 IPA
98 4-4-3 IPA 1. 3. 4. 9. 11. 2. 5. 6. / 7. 8. ( ) IPA 10 ( 3.236 , 3.399 ) 4-4-5 10 0.156 0.061 4-4-4 /
99 4-4-4 IPA 1. 2. 4. 6. 9. … 7. / 5. 8. 10. 3. 4-4-5 IPA . 4-4-5 r =.707 ( p=.01)
100 .01 2009 .01 4-4-5 r 3.54 .38 .603** 3.31 .40 3.38 .41 .625** 3.07 .43 3.36 .43 .698** 3.11 .48 3.39 .44 .713** 3.23 .45 3.42 .38 .707** 3.19 .38 N= 270 ** p < .01
101
270 122 1. 2011 因排課及分組人數過多，而無法有效提升閱讀能力。(T4) 難將同質性學生安排在同組進行閱讀理解。(T77) 排課及分組要完全外加或完全抽離能應用的節數太少。(T14)
102 2. 2005 教材多自編，小組教學學生差異過大製作教材花了太多時間。(T16) 組內個別差異過大，教材難適用一人。(T17) 為每個學生設計課程教材比較吃力，因為學生能力落差太大。(T119) 教材的編選需適合年紀及程度。(T2) 3. Hoover Patton (1997) 課堂進行中為了顧及每一位上課的學生，教導的內容深度及上課速度 就必須多做考量。(T121) 普通班教師希望能按照班級進度進行教學，不希望資源班課程簡化太 多的課程內容。(T114)
103 1. 嘗試多種學習策略後，仍難以找到合適學生的學習策略。(T108) 如何使文章閱讀更加趣味性，增加學生使用閱讀策略的主動性。 (T93)。 不知學生該使用何種閱讀理解技巧。(T15) 需要嘗試許多不同的方法，才能找到學生能夠學習的策略，但成效都 不顯著。(T105) 指導閱讀理解的技巧，但成效總是不佳。(T15) 教師所知道得學習策略欠缺，目前僅能運用少數幾種策略指導學生， 學習成效有限。(T116) 2. 學生無法自行在班上使用閱讀理解的學習策略。(T118) 學生學習完新的學習策略後，無法獨立正確使用。(T103) 希望家長、教師能配合，提醒學生運用學習策略。(T88)
104 1. 2007 2008 2009 Byrnes (2005) 2005 2012 考量普通班其他學生，對評量調整的公平性。(T6) 在評量調整部分，許多普通班教師不希望學習障礙學生接受報讀或由 資源班出題，認為這樣才是對所有學生公平。(T114) 在評量調整部分，延長時間長短得拿捏較有困難。(T122) 提供報讀協助之人力不足。(T53) 對於考班上其他學科社會科或是自然科，似乎報讀也沒效果。(T20) 學生伴隨情緒行為問題，不願意接受報讀。(T88) 1. 2002 在班級作業普通班教師也以普通學生的標準要求，常會增加學習障礙 學生學習壓力而導致學生缺乏學習動機。(T114)
105 對於普通班作業量的調整，普通班教師意願不高。(T117) 2. 學生家庭作業的完成度，在校學習的，需有多次練習的環境與機會， 如果家長配合，又能在課後協助練習指導，才會有較好的學習成效。 (T120) 學生過度依賴老師的解說，無法獨立完成作業。(T36) 1. 2005 教學時間不夠針對每個學生調整。(T112) 學生異質性過大，教學時間太少。(T68) 同組學生異質性高，課程與教學調整的策略無法一體適用。(T122) 同組學生異質性過大，小組教學的學生的學習問題皆不同，卻要同時 處理。(T41) 同組學生異質性過大，難以一對一個別化指導、提醒。(T63) 受限於學生能力與短期記憶缺損，又因小組異質性過大，難以針對學 習需求提供較佳的服務。(T78) 每位學生的學習需求不同，學生異質性過大，提供給每位學生的課程
106 與教學調整有困難。(T50) 2. 資源班與普通班難整合各自標準不一，資源班做調整，普通班未能做 調整，這對學生效果有限。(T32) 難以在普通班實施同步調整。(T34) 普通班教師理念上的溝通以及配合。(T51) 與普通班教師的溝通，讓其瞭解學生的障礙與配合執行的事項。(T57) 不易與家長和導師溝通觀念與做法。(T51) 1.
Polloway, Patton Serna (2008)
學生自我預期低，對閱讀失去興趣。(T5)
學生學習動機與自主學習能力皆影響成效。(T58) 學生自信心低落，已無學習動機。(T42)
學生學習動機難以持續。(T60)
107 Lerner (2009) 缺乏適量的練習，真正學習時間只在資源班，其他時間則無。(T1) 教導學生識字、閱讀理解策略，學生沒有足夠的時間練習。(T91) 學生學習特質及能力不一，在顧及教學進度下有時無法針對閱讀困難 學習障礙學生給予充分時間練習。(T110) 學生在建立基本識字能力時，精熟練習不足，因課程與人力有限，成 效緩慢。(T115) 3. Lyon (2010) 80% 無法閱讀或閱讀後完全無法理解文意或題意。(T7) 學生無法理解簡單詞彙意義及用法。(T109) 因學生識字量太少、閱讀流暢性低，導致唸完仍不能對文章內容有印 象，阻礙學生閱讀的意願。(T101) 學生跳字閱讀。(T59) 閱讀困難連帶影響學生對數學文字應用題之理解能力。(T13)
108 1. 排課問題能完美解決，讓導師、科任與資源班教師之間的課程運作順 利，因為在大多時候學習障礙的學生都與智能障礙學生一同上課，對 其學習效率著實產生影響。(T5) 2. 25 Lerner (2009) 提供適合不同閱讀困難學習障礙需求學生的教材供參考編輯。(T50) 提供專為閱讀困難學習障礙學生設計的課文或是教案。(T10) 能有教材提供，如：由易至難的集中識字教材；或是將普通班的閱讀 課程發展出相關閱讀教學教材。(T29) 1. 獲得更多學習策略的教學方式。(T43、72) 提供其他教師學習策略的運用經驗及作業單設計的交流。(T114)
109 1. 希望行政方面也能同意評量調整方式。(T20) 評量調整部分，能夠有明確計算分數的方式，避免報讀後因學生成績 過高普通班有其他爭議。(T107) 在評量調整部分，有較多的行政支持，如報讀人員的協助。(T122) 1. 得到級任導師的合作在作業量與難易度的配合。(T7) 對於普通班作業量的調整，希望和普通班教師一起配合執行。(T105) 在作業調整中，各校教師可互相交流學習單，觀摩或分相對方的教學經 驗。(T110) 1. 2010
110 19 普通班教師以及各學科的科任教師同時配合，若只有資源班或巡迴輔 導班做課程與教學調整是不夠的，普通班的各科學習應視情況做適性 調整。(T6) 普通班教師也能對於學生所需要的課程與教學調整有支持與認同的 觀點。(T122) 行政及導師、家長若願意配合的話進行教學活動時會事半功倍。(T26) 1. 7 辦理針對學習障礙學生實施課程與教學調整的研習，增進教師知能。 (T122) 能參加更多研習或工作坊，學習更多策略與實務經驗分享。(T12) 2. 搭配有聲書與圖像學習，但電子白板價格高，學校經費有限，資源班 或是巡輔班無電子白板。(T13) 能使用電子白板，多感官刺激，增加外在刺激。(T71)
111
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116 . ( ) 2008 2007 ( ) 2007 IEP 9-11
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118 Hoover& Patton(2008) Hoover& Patton(2008) . ( ) IPA ( Smith, 2012) IEP
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1999 2001 11 4 331-344 2001 129-149 2011 2010 2010 2008 2009 SPSS 2005 SPSS 2002 NSC90-2413-H-134-018 2004 2007 2002
128 2010 2000 -2008 1998 2004 ─ 6 33-64 1995 2006 2001 21 1-26 2004 2010 SPSS 1997 2010 2008 1993 74-86 2000 2002 3 17-24
129
2005 10 1-9
2006 Bender, W. N. Learning Disabilities: Charactreristics, Identification, and Teaching strategies 1995 47-48 2010 SPSS 2008 2000 2005 1997 2003 8 7-8 1998 67 7-8 2006 2009 http://www.ntnu.edu.tw/spc/drlusp1/home.html 2011 2012 2008 2000 76 17-23
130 2007 2004 1991 - -14 536-582 2006 15 21-58 2008 ─ 2002 2012 2007 2003 2000 2010 2000 2006 2001
131 2003 ─ 29-36 2010 2011 119 1-6 2009
2011 Kirk, Gallagher, Anastasiow, Coleman Educating exceptional children
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