A Case Study of Reading Diagnosis, Instruction and Remediation

閱讀診斷、教學和矯正之個案研究

10.7044/JNHCTC.200406.0137

黃金誠(Chin-Cheng Huang)

閱讀診斷 ； 閱讀教學和閱讀矯正 ； reading diagnosis ； reading instruction ； reading remediation ； rreading comprehension

新竹師院學報

18期（2004 / 06 / 01）

137 - 168

英文

本個案研究旨在探討是否借助閱讀診斷測驗與診斷教學可幫助有閱讀困難的學生解決閱讀問題及提昇閱讀能力與潛能。本研究的測驗包括正式的調查診斷、Stanford閱讀診斷測驗、El Paso語音測試、Slosson朗讀測驗和重複閱讀測試。診斷教學的目標包含增加常用字彙、增進解讀雙母音的能力、增強閱讀速度與流暢和增益結合閱讀與寫作過程之能力。經歷三個月的個別指導，受教者在認字及朗獨兩方面提升了五個年級的能力。本文建議閱讀診斷測驗與診斷教學可用於幫助英外語學習者解決閱讀及提昇其閱讀能力與潛能。

The purpose of this case study is to investigate whether a diagnostic reading test and diagnostic teaching can help students who encounter reading difficulty to solve reading problems and promote reading competence and potential. The tests in this study consisted of informal reading inventory, the Stanford Diagnostic Reading Test, the El Paso Phonics Survey, the Slosson Oral Reading Test, and the Repeated Reading. The objectives of diagnostic teaching included increasing sight vocabulary, improving the ability to decode vowel diphthongs, increasing his reading rate and fluency and connecting the process of reading and writing. Through three-month tutoring, the student improved five grade levels in both word recognition and oral comprehension. The research suggests that diagnostic reading test and diagnostic teaching can be applied to help ESL/EFLstudents overcome reading problems and improve their reading competence and potential.

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