閱讀障礙篩選流程的檢驗－篩選或教師轉介之比較

洪儷瑜; 陳淑麗; 王瓊珠; 方金雅; 張郁雯; 陳美芳; 柯華葳

doi:10.6172/BSE200903.3401001

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社会科学 > 教育学

DOI： 10.6172/BSE

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阅讀障碍筛选流程的检验－筛选或教师转介之比较

A Study of the Identification Process for Students with Reading Disabilities: Screening Versus Teacher Referral

洪俪瑜(Li-Yu Hung) ；陈淑丽(Shu-Li Chen) ；王琼珠(Chiung-Chu Wang) ；方金雅(Chin-Yia Fang) ；张郁雯(Yu-Wen Chang) ；陈美芳(Mei-Fang Chen) ；柯华葳(Hwa-Wei Ko)

特殊教育研究学刊； 34 卷 1 期 (2009 / 03 / 01) ， P1 - 22

繁体中文 DOI： 10.6172/BSE200903.3401001

筛选；转介；诊断；阅讀障碍；阅讀障碍编定流程； reading disability ； early identification ； screening ； reading tests ； teacher's referral ； Ko's 6-step process of identification of RD

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摘要 │ 参考文献 (25) │ 被引用文献 (8) │ 国际计量

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Early identification of high-risk reading-disabled children is obviously important. Teacher referral and screening by means of tests are the two major ways of detecting students who are likely to have reading disabilities. Ko's team proposed the six-stage process to identify the RD students with the assessment they conducted in the same project: (1) screening by reading competence, (2) excluding other factors, (3) detecting high-risk RD students, (4) excluding by IQ, (5) identifying the subtypes of RD, (6) diagnosing the cognitive profile. Most schools take teacher referral in the first stage instead of the screening by the tests. Therefore, this study investigated the effectiveness of the two approaches in the first stage of the six-stage process of identifying RD students proposed by Ko (2006), There are 1126 students participating in this study; they were selected from three primary schools and three junior high schools in three different counties of Taiwan. When screened with group reading tests, close to 90% of these students were found to have RDs; however, the method of teacher referral identified only 88% of the students as having RDs, meaning the latter method was lightly less sensitive. It was also found that there are few differences (with regard to reading ability) between screened RD students and the RD students referred by teachers. Schools tend to prefer teacher referral, yet the fact that this method appears to be less sensitive than screening is a crucial issue, especially in southern and eastern Taiwan, where a higher proportion of RD students fail to be detected by teachers. Teacher referral is subject to the subjective prejudices or preferences of teachers. Yet while screening is highly recommended as the first step in this identification process, taking teachers' referrals into account with younger students is also recommended. Other recommendations are made regarding the practice of identifying RD students and possible areas for further research.

参考文献 ( 25 ) 〈TOP〉

Dyson, A.,Millward, A.,S. J. Pijl(Eds.),C. W. Meijer(Eds.),S. Hegarty (Eds.)(1997).Inclusive education: A global agenda.London:Routledge.
Gillen, S.(2002).Can mainstream schools cope with children who have special needs?.Community Care,1451,18.
Lloyd, C.(2008).Removing barriers to achievement: A strategy for inclusion or exclusion?.International Journal of Inclusive Education,12(2),221-236.
Mandell, D. S.,Davis, J. K.,Bevans, K.,Guevara, J. P.(2008).Ethnic disparities in special education labeling among children with attention-deficit/hyperactivity disorder.Journal of Emotional & Behavioral Disorders,16(1),42-51.
McMillan, I.(2008).'Challenging behaviour' label leads to victimisation.Learning Disability Practice,11(1),8.

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