學習障礙國中學生的智力特質之研究

The Study of Intelligence in Secondary Students with Learning Disabilities

10.29882/JTNUE.200310.0005

洪儷瑜(Li-Yu Hung)；陳淑麗(Su-Lee Chen)；陳心怡(Hsin-Yi Chen)

學習障礙 ； 智力 ； 魏氏兒童智力測驗 ； 組型差異 ； 鑑定 ； learning disabilities ； IQ ； WISC-III ； cognitive pattern ； subtype ； diagnosis

師大學報：教育類

48卷2期（2003 / 10 / 01）

215 - 238

繁體中文

本研究旨在探討學障學生與二對照組在魏氏智力測驗上的差異，並進一步比較不同類型的學障兒童的智力特徵。本研究的「學障組」選自台北市八十九年國中學障鑑定資料庫之有效資料共計144名，其中男生111名，女生33名。「一般兒童組」則是使用WISC-III台灣常模樣本中全量表智商在70以上的1076位兒童，另從常模樣本中選取144名「控制智商之一般兒童對照組」。除了魏氏兒童智力量表外，學障組另蒐集中文年級認字量表、以及基礎數學概念評量。本研究主要分析三組的智力分佈，以及「Bannatyne組型」、「ACID組型」、「ACIDS組型」、「SCAD組型」及「POI/SCAD差異分數」等特殊組型的出現率。研究主要發現為：（1）學障學生的智力整體偏低，智商大多在85~99的範圍；（2）學障組智力出現內在差異或在「Bannatyne、ACID、ACIDS、SCAD以及POI/SCAD差異分數」等特殊組型的出現率均高於一般兒童；（3）四種學障類型中，認字困難組出現各種特殊組型的比率最高，橫式困難組的比率最低；（4）在五種特殊組型中，以「POI/SCAD差異分數」組型對學障學生的鑑別度最佳，支持學障定義中的差異特質；（5）本研究在認字困難組發現的結果與一般文獻較為相似，現有文獻的組型對於基本的認字困難的區別較好，對於高階能力困難的橫式運算困難學生的特質研究較少，值得未來進一步探討。此外，研究結果也對於智力測驗在學障鑑定的功能與限制提出建議。

This study investigated the intelligence performance, assessed by the WISC-III test, of secondary students with leaning disabilities (LD). The LD sample contained 144 students in total and comprised three subtypes: students with difficulties in word recognition (DWR), those with difficulties in horizontal arithmetic (DHA), and those with difficulties in both WR and HA (WRHA). For comparison, two normal student samples were selected based on the Taiwanese norm for the WSIC-III: these were a normal-IQ student sample and an IQ-matched group, comprised of 1076 and 144 members respectively. Three research questions were answered by the aforementioned groups; in addition to the patterns proposed in the literature (i.e. Bannatyne, ACID, ACIDS, and SCAD patterns), the researchers noted IQ distribution and differences in POI/SCAD among the subjects. The results were as follows. (1) Students with an LD showed an IQ below the norm, and were mainly distributed within the range 85-99; this range thus indicated the tendency of low IQ students with LD's. (2) A higher percentage of LD students showed all the WISC-III patterns and wide POI/ SCAD differences than for the normal or IQ-matched group, which revealed that LD students differed from normal students in those cognitive patterns. Among all LD groups the DHA group showed the clearest difference. (3) The POI/SCAD difference, emphasizing the differences between two levels of cognitive ability, more clearly showed the degree of LD students' variation from the normal and IQ-matched groups; that implied weak cognitive patterning characterizes LD students. (4) The DHA group was found to be the most consistent with the possession of an LD in the literature; however, the DHA group appeared to be the most different of all those studied. Some recommendations were made, based on the findings, for further study and practical work.

1. 陳心怡、楊宗仁(2000)。WISC-III 分測驗特殊組型基本率研究：台灣常模、學習障礙及注意力缺陷過動症兒童之比較。中國測驗學會測驗年刊，47(2)
   連結：
2. Alm, J., Kaufman, A. S.(2002).The Swedish WAIS-R factor structure and cognitive profiles for adults with dyslexia..Journal of Learning Disabilities,35(4)
3. Badian, N. A.(1981).Recategorized WISC-R scores of disabled and adequate readers..Journal of Educational Research,75(2)
4. Badian, N. A.(1984).Can the WPPSI be of Aid identifying young children at risk for reading disability.Journal of Learning Disabilities,17(10)
5. Bannatyne, A.(1968).Diagnosing learning disabilities and writing remedial prescriptions..Journal of Learning Disabilities,1(4)
6. Berk, R. A.(1983).The value of WISC-R profile analysis for the differential diagnosis of learning disabled children.Journal of Clinical Psychology,39(1)
7. Bloom, A. S.,Topinka, C. W.,Goulet, M.,Reese, A.,Podruch, P. E.(1986).Implications of large WISC/WISC-R verbal-performance IQ discrepancies..Journal of Clinical Psychology,42
8. Chen, H.,Zhu, J.,Chen, Y.(2000).The legitimacy and utility of the WISC-III factor-based indexes: Taiwan standardization sample applied..
9. D''Angiulli, A.,Siegel, L. S.(2003).Cognitive functioning as measured by the WISC-R: Do children with learning disabilities have distinctive patterns of performance?.Journal of Learning Disabilities,36(1)
10. Gardner, R. A.(1981).Digits forward and digits backward as two separate tests: normative data on 1567 school children.Journal of Clinical child psychology
11. Humphries, T.,Bone, J.(1993).Use of IQ criteria for evaluating the uniqueness of the learning disability profiles..Journal of Learning Disabilities,26(5)
12. Kaufman, A. S.(1975).Factor analysis of the WISC-R at eleven age levels between 6 1/2 and 16 1/2 years..Journal of Consulting and Clinical Psychology,43
13. Kaufman, A. S.(1994).Intelligent testing with the WISC-III..
14. Kaufman, A. S.(1981).The WISC-R and learning disabilities assessment: State of the art..Journal of Learning Disabilities,14(9)
15. Kavale, K. A.,Forness, S. R.(1984).A meta-analysis of the validity of Wechsler scale profiles and recategorizations: Patterns or parodies?.Learning Disability Quarterly,7
16. Kavale, K. A.,Forness, S. R.(1995).The nature of learning disabilities: Critical elements of diagnosis and classification..
17. Kirk, S. A.,Gallagher, J. J.(1989).Educating exceptional children.
18. Lerner, J.(2000).Learning disabilities.
19. Mayes, S. D.,Calhoun, S. L.,Crowell, E. W.(1998).WISC-III profiles for children with and without learning disabilities.Psychology in the Schools,35(4)
20. Michayluk, J. O.(1981).Recategorization of WPPSI scores for kindergarten children with learning difficulties..Journal of Learning Disabilities,14(7)
21. Mishra S. P.,,Ferguson, B. A.,King, P. V.(1985).Research with the Wechsler digit span subtest: Implications for assessment.School Psychology Review,,14(1)
22. Moore, D. W.,Wielan, O. P.(2001).WISC-R scatter indexes of children referred for reading diagnosis.Journal of Learning Disabilities,14(9)
23. Naglieri, J. A.(1980).WISC-R subtest patterns for learning disabled and mentally retarded children..Perceptual and Motor Skills,51
24. Prifitera, A.,Dersh, J.(1993).Base rates of WISC-III diagnostic subtest patterns among normal, learning-disabled, and ADHD samples..Journal of Psychoeducational Assessment Monograph Series
25. Rourke, B. P.(1998).WISC-III clinical use and interpretation: Scientist-practitioner perspectives.
26. Rugel, R. P.(1974).WISC subtest scores of disabled readers: A review with respect Bannatyne's recategorization..Journal of Learning Disabilities,7
27. Sattler, J. M.(1982).Assessment of children's intelligence and special abilities (2nd ed).
28. Scruggs, T. E.,Mastropieri, M. A.(2002).On babies and bathwater: Addressing the problems of identification of learning disabilities..Learning Disability Quarterly,,25
29. Siegel, L. S.(1989).I.Q. is irrelevant to definition of learning disabilities..Journal of Learning Disabilities,,25
30. Slate, J. R.(1995).Discrepancies between IQ and index scores for a clinical sample of students: Useful diagnostic indicators?.Psychology in the Schools,32
31. Smith, M. D.,Coleman, J. M.,Dokecki, P. R.,Davis, E. E.(1997).Recategorized WISC-R scores of learning disabled children..Journal of Learning Disabilities,10
32. Stanovich, K. E.(1993).Better understanding learning disabilities: New views from research and their implications for education and public policies..
33. Vance, H.,Gaynor, P.,Coleman, M.(1976).Analysis of cognitive abilities for learning disabled children..Psychology in the Schools,13
34. Ward, T. J.,Ward, S. B.,Glutting, J. J.,Hatt, C. V.(1999).Exceptional LD profiles types for the WISC-III and WIAT..School Psychology Review,28(4)
35. Ward. S. B.,Ward, T. J.,Hatt, C. V.,Young, D. L.,Mollner, N. R.(1995).The incidence and utility of the ACID, ACIDS, and SCAD profiles in a referred population..Psychology in the Schools,32
36. Watkins, M. W.(1996).Diagnostic utility of the WISC-III disabilities..Journal of Learning Disabilities,29(3)
37. Watkins, M. W.,Kush, J. C.,Schaefer, B. A.(2002).Diagnostic utility of the learning disability index..Journal of Learning Disabilities,35(2)
38. 周台傑(1999)。身心障礙及資賦優異學生鑑定原則鑑定基準說明手冊。
39. 孟瑛如、陳麗如(2000)。學習障礙學生在魏氏兒童智力量表㆖顯現之特質研究。特殊教育季刊，74
40. 柯華葳(1999)。基礎數學概念評量表。
41. 柯華葳(1999)。閱讀理解篩選測驗。
42. 柯華葳、邱上真(2000)。學習障礙學生鑑定與診斷指導手冊。
43. 柯華葳、陳美芳(2000)。中文閱讀歷程評量及相關測驗編製報告。
44. 洪儷瑜(2000)。台北市國民中學學情障學生鑑定工作手冊。
45. 教育部(1998)。身心障礙及資賦優異學生鑑定原則鑑定基準。
46. 陳心怡(2001)。語文與作業能力差異之基本率研究－「魏氏兒童智力量表」臺灣常模分析。花蓮師院學報，12
47. 陳美芳(1985)。「修訂魏氏兒童智力量表」對國小閱讀障礙兒童的診斷功能之探討。特殊教育研究學刊，1
48. 陳淑麗、洪儷瑜(2003)。學習障礙國中學生在不同差距標準差異之研究。特殊教育研究學刊，24
49. 陳榮華(1997)。魏氏兒童智力量表第三版(中文版)指導手冊。
50. 黃秀霜(1999)。中文年級認字量表之編製報告及不同國語文成就兒童錯字組型分析。

1. Zhu, Jian-Jun,Chen, Hsin-Yi(2009).Testing for WISC-III Factorial Invariance Across Gender.測驗學刊,56(1),1-18.
2. 陳彥瑋,陳心怡,郭靜姿,王曼娜(2023)。國小身心障礙及社經文化地位不利資優學生鑑定評量項目調整之研究：WISC-V調整性指數之運用。特殊教育研究學刊，48(2)，37-76。
3. 胡瑀,孟瑛如(2021)。國小注意力缺陷過動症學生、學習障礙伴隨注意力缺陷過動症問題學生與一般學生在魏氏兒童智力量表第五版（WISC-V）表現差異之探討。特殊教育學報，54，31-60。
4. 黃姿慎、孟瑛如(2008)。國民中小學學習障礙學生在魏氏兒童智力量表三版(WISC-Ⅲ)表現特徵研究。新竹教育大學學報，25(1)，99-125。
5. 簡吟文、謝佳燕、孟瑛如(2014)。學習障礙學生在魏氏兒童智力量表第四版（WISC-Ⅳ）表現之研究。課程與教學，17(4)，229-256。
6. (2004)。自閉症兒童的WISC-Ⅲ智能組型研究。特殊教育研究學刊，26，127-151。
7. (2006)。國小LD學生鑑定問題與可行方向。國小特殊教育，41，1-13。
8. (2012)。中文讀寫能力低落兒童唸名速度、聲韻處理及處理速度困難之研究。教育研究學報，46(2)，23-44。
9. (2023)。技術型高中學習障礙學生在魏氏兒童智力量表第五版表現之初探。特殊教育季刊，168，25-36。