國中學習障礙學生與普通學生之觀念產出及寫作表現之差異比較研究

The Comparisons of Idea Generation and Writing Performance among Junior High School Students with and without Learning Disabilities

10.6768/JSE.201112.0035

陳瑋婷(Wei-Ting Chen)；吳訓生(Shiunn-Sheng Wu)

學習障礙學生 ； 觀念產出 ； 寫作表現 ； 工作記憶 ； 聽寫能力 ； 文章知識 ； Learning disabilities ； Idea generation ； Writing performance ； Writing memory ； Dictation abilities ； Discourse knowledge

特殊教育學報

34期（2011 / 12 / 01）

33 - 55

繁體中文

本研究旨在比較國中學習障礙學生與普通學生在觀念產出、寫作表現及相關影響因素之差異情形。研究對象為就讀於彰化縣國民中學的八位學習障礙學生及八位普通學生，所運用的方法包含觀察、訪談、觀念產出內容分析及寫作成品分析等，而資料分析的方法包含平均數、標準差、Mann-Whitney U考驗與效應量等。本研究結果發現學習障礙學生與普通學生在觀念產出前所需時間、觀念產出命題數、觀念產出所需時間及觀念產出之產出速率等觀念產出並未有明顯差異。在寫作表現的比較上，儘管兩組學生的寫作所需時間沒有差別，學習障礙學生的寫作成品命題數、寫作成品之產出速率及各層面寫作成品分析得分均不及普通學生。相較於普通學生，學習障礙學生的工作記憶、聽寫能力與文章知識等寫作歷程相關影響因素也較弱。

The Purpose of this study was to figure out the differences in idea generation, writing performances, and other factors influencing writing of junior high school students with and without learning disabilities. Idea generation content, written products, observation records and interview results collected from participants were analyzed by methods of means, standard deviations, Mann-Whitney U tests, and effects sizes. The primary results showed that there were no significant differences in idea generation including time before idea generation, propositions of idea generation, time during idea generation, and rate of idea generation among students with and without learning disabilities. Though there were no differences in time during writing, the other writing performances including propositions of written products, rate of writing, and scores of written products of students with learning disabilities were worse than the outcomes of students without learning disabilities. At last, factors correlated with writing including working memory, dictation abilities, and discourse knowledge of students with learning disabilities were worse than those of students without learning disabilities.

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