國小一、二年級典型聽力和聽力障礙學童之唸讀速率與閱讀理解表現分析

An Analysis of Oral Reading Rate and Reading Comprehension in First- and Second-Graders with Typical Hearing and with Hearing Loss

10.3966/207455832020120052002

洪右真(Yu-Chen Hung)；詹益智(Yi-Chih Chan)

聽障 ； 唸讀速率 ； 閱讀理解 ； 國小 ； hearing loss ； oral reading rate ； reading comprehension ； elementary school

特殊教育學報

52期（2020 / 12 / 01）

29 - 47

繁體中文

囿於國內聽障學童唸讀速率相關研究之匱乏，教育工作者缺少參照資料，難以利用唸讀速率作為評估聽障學童閱讀異常表現的指標。有鑑於此，本研究探討低年級典型聽力與聽障學童於短文唸讀速率與閱讀理解表現上的差異與相關性。透過「中文短文唸讀評估工具」中的文本和閱讀測驗，以及「國民小學閱讀理解篩選測驗」，共記錄60名一年級（聽障組23名）與46名二年級（聽障組17名）學童的唸讀速率與閱讀理解表現。研究結果指出：（1）一年級典型聽力組學童的閱讀理解表現顯著優於聽障組學童；二年級時則相較無異；（2）僅有二年級典型聽力組學童的唸讀速率可以反映其閱讀理解表現，顯示唸讀速率和閱讀表現間的相關性會隨著發展逐漸成熟。此外，推測聽障學童須等唸讀相關能力成熟後，其唸讀速率與閱讀理解的關係才會逐漸明朗穩固。綜觀上述，唸讀速率可用於檢視二年級典型聽常兒童的閱讀表現，但針對低年級聽障學童則不適用。

In Taiwan, little known is about oral reading rate in children with hearing loss, an important index which education professionals may use to evaluate reading comprehension of this population. In view of this, the purpose of the present study is to explore the relationship between oral reading rate and reading comprehension in low-graders with typical hearing and with hearing loss, as well as these children's differences in the two aforementioned dimensions. Sixty first-graders (23 children with hearing loss) and 46 second-graders (17 children with hearing loss) were administered the Chinese Oral Reading Assessment and Reading Comprehension Screening Test for Elementary School Students. Two major results were obtained: (1) the first-graders with typical reading outperformed their peers with hearing loss in reading comprehension, whereas no difference was found between the two groups of second-graders; (2) the relationship of oral reading rate to reading comprehension was only evident in the second-graders with typical hearing, suggesting that this relationship becomes more obvious with the increase of age. In addition, only when children with hearing loss have mastered the skills necessary for oral reading performance does the relation of oral reading rate with reading comprehension begin to emerge and be consolidated. Overall, although oral reading rate could serve as an indicator of reading performance in the second-graders with typical hearing, its application to the low-graders with hearing loss still remains questionable.

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