初級與次級國語文介入對弱勢低學力學校的成效研究：不同介入長度的比較

陳淑麗; 曾世杰; 蔣汝梅

doi:10.6172/BSE201211.3703002

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P27 - 58

社会科学 > 教育学

DOI： 10.6172/BSE

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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

The Effects of a Tier 1 Plus Tier 2 Reading Intervention on Low-Achieving Disadvantaged Schools: The Comparison between Different Intervention Durations

陈淑丽(Shu-Li Chen) ；曾世杰(Shih-Jay Tzeng) ；蒋汝梅(Lu-May Chiang)

特殊教育研究学刊； 37 卷 3 期 (2012 / 11 / 25) ， P27 - 58

繁体中文 DOI： 10.6172/BSE201211.3703002

反败为胜；弱势学童；补救教学；语文低成就； disadvantaged students ； low-achieving students ； remedial reading intervention ； TASP

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摘要 │ 参考文献 (40) │ 被引用文献 (15) │ 国际计量

摘要〈TOP〉

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Purpose: In Taiwan, providing low-achieving disadvantaged students with effective remedial intervention has been one of the major concerns in the education administration and research communities. Most intervention efforts were short-term and took place at class-wise or student-wise level. Attempt of long-term school-wise intervention is rare. This study provides a ”Turn Around School Project (TASP)” to 5 elementary schools in a remote area in Taiwan where most students are both socio-economically and culturally disadvantaged. The TASP has Tier 1 and Tier 2 reading intervention. The purpose of Tier 1 and Tier 2 intervention is to improve the teaching/learning quality in regular classes, and provides intensive remedial intervention program to low-achieving students, respectively. And the objective of our study is to assess if TASP can effectively improve the students' Chinese literacy performance. Methods: Eight schools with 1,471 students participated in our study and were assigned to 3 different groups, 2 treatment groups and 1 control group. The 2 treatment groups provide 1-year and 2-year intervention, separately. Descriptive statistics were used to describe characteristics of the participated schools and the students and distributions of test scores. ANCOVA and GLMM are used to compare intervention effects of the 3 groups by the grade. Findings: In Tier 1 ANCOVA analyses, the treatment effect for the character dictation is significant in Grade 2 and Grade 3 and the treatment groups outperform the control group; the effect for word recogntion is significant for Grades 2 to 5; the effect for reading comprehension achieves statistical significance in Grade 5. In Tier 2 ANCOVA analyses, the treatment effect is significant for character dictation in Grade 2, for accuracy of sight characters in all grades except in Grade 5, for word recognition in Grade 4 and Grade 5, for reading comprehension in Grade 3 and Grade 6. In Tier 1 GLMM analyses after controlling for IQ, the odds of having reading difficulty is lower and the odds of returning to the peer-level is higher in the treatment groups than those in the control group. Similarly, the GLMM analyses in Tier 2 show that the odds of having reading difficulty is lower in the treatment groups than those of the control group. Conclusions/Implications: Overall, the schools in the treatment groups have better progress in the Chinese literacy performance in comparison with that of control group; but most of the progress is observed in character and word level; The treatment effect in the reading comprehension is not significant. Our findings also indicate that the treatment does reduce the chances of students developing reading difficulty and increase the chances of returning to peer-level compared with the control group. The longer the intervention duration, the better results and lower the odds of students developing reading difficulty.

参考文献 ( 40 ) 〈TOP〉

王琼珠、洪俪瑜、陈秀芬(2007)。低識字能力学生識字量发展之研究─马太效应之可能表现。特殊教育研究学刊，32(3)，1-16。
连结：
洪俪瑜、黄冠颖(2006)。兩种取向的部件識字教学法对国小低年级语文低成就学生之成效比较。特殊教育研究学刊，31，43-71。
连结：
陈淑麗(2008)。二年级国语文补救教学研究─一个长时密集的介入方案。特殊教育研究学刊，33(2)，27-48。
连结：
陈淑麗、曾世杰、洪俪瑜(2006)。原住民国语文低成就儿童文化与经验本位补救教学成效之研究。师大学报：教育類，51(2)，147-171。
连结：
Al Otaiba, S.,Fuchs, D.(2006).Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study.Journal of Learning Disabilities,39(5),414-431.

被引用文献 ( 15 ) 〈TOP〉

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