運用教學反應結果作為國中閱讀障礙學生鑑定研判標準之試探性研究

陳秀芬; 洪儷瑜

doi:10.6172/BSE.2017.03.4201001

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社会科学 > 教育学

DOI： 10.6172/BSE

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运用教学反应结果作为国中阅读障碍学生监定研判标准之试探性研究

Response-To-Intervention as a Criterion for Identifying Reading Disability in Secondary Schools: A Pilot Study from 7^(th) -Grade Remediation

陈秀芬(Hsu-Feng Chen) ；洪俪瑜(Li-Yu Hung)

特殊教育研究学刊； 42 卷 1 期 (2017 / 03 / 31) ， P1 - 25

繁体中文 DOI： 10.6172/BSE.2017.03.4201001

国中；教学反应；阅读障碍；监定； RTI ； reading disability ； identification ； secondary school

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摘要 │ 参考文献 (43) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

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Purpose: This study was aimed to appply the response-to-intervention (RTI) model into the process of identifying students with reading disabilities (RD) in Taiwan. The main purpose was to compare the different measurements and methods in order to establish adequate responses to identify nonresponsers (NRs), and then to determine the types of data used as a criterion of RTI. Method: A total of 70 seventh graders from northern Taiwan participated in a 1-year Chinese literacy remedial program. They were assessed five times during the year at 2-month intervals through both word reading (WR) and passage reading (PR) tests. After the remediation, 53 of the participants were referred to RD identification with consent. Kappa consistency analysis, logistic regression statistics, and classification accuracy were analyzed. Results: The main findings were as follows: 1) The results of the WR and PR tests both suggested that the dual discrepancy criterion, which combines the use of the final status and growth slope of the students' performance, was the most stable means for screening a reasonable percentage of NRs. However, of a possible 91 combinations from the different data, less than half the comparisons yielded a kappa value of ≧ 0.40; moreover, the percentage decreased with a more stringent cut-point. Consistency among the methods varied considerably: higher kappa values were driven by methods derived from the same test, as well as by similar cut-points. These consequences of comparison demonstrated the heterogeneous reading development of students at the secondary school level, so both the WR and PR assessments simultaneously were recommended for the decision of RTI. 2)The results of the logistic regression analysis and classification analysis indicate that the two proposed models that added the growth slope or posttest data of WR and PR respectively and controlled the index scores of the IQ tests and pretests of themselves, both showed adequate sensitivity (SEN) of classification. A SEN value of 86% indicated that only 14% of NR who were identified as RD could not be detected after the remedial program. Therefore, WR and PR were appropriate indicators at the screening stage of identification. However, the outcome could not be confirmed as statistically significant predictors because of the small sample and limitation of the growth of reading abilities in these students. Conclusions: Therefore, the overall results yielded supporting evidence to RTI. The final status of students' performance was recommended as the criteria of RTI compared with the growth slope. Other recommendations for further applications and studies are made.

参考文献 ( 43 ) 〈TOP〉

陈淑丽、曾世杰、蒋汝梅(2012)。初级与次级国语文介入对弱势低学力学校的成效研究：不同介入长度的比较。特殊教育研究学刊，37(3)，27-58。
连结：
教育部（2011）：十二年国民基本教育手册。取自http://12basic.edu.tw/ [Ministry of Educaion. (2011). Manual of 12-year Compulsory Education. Retrieved from http://12basic.edu.tw/]
洪俪瑜（2012）：学习障碍监定原则监定办法说明。台北：作者。[Hung, Li-Yu (2012). Introduction for the identification of learning disabilities. Taipei, Taiwan: Author.]。
柯华葳（2007）：中文阅读障碍诊断流程与测验简介。台北：教育部特殊教育工作小组。[Ko, Hwa-Wei (2007). Introduction of Chinese reading disabilities diagnosis prodedule and tests. Taipei, Taiwan: Special Education Unit, Ministry of Education.]。
Barth, A. E.,Stuebing, K. K.,Anthony, J. L,Denton, C. A.,Mathes, P. G.,Fletcher, J. M.,Francis, D. J.(2008).Agreement among response to intervention criteria for identifying responder status.Learning and Individual Differences,18(3),296-307.

被引用文献 ( 1 ) 〈TOP〉

(2024)。中文词素觉识训练软体对台湾南部偏远地区国小四年级弱读生词汇知识成效之影响。教育学报，52(1)，61-83。

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