Reading Diagnosis and Remedial Instruction: A Case Study of an Elementary School Student

閱讀診斷與矯正教學：一位小學生之個案研究

10.29704/JDIT.200712.0004

唐玉珍(Yu-Chen Tang)

診斷測驗 ； 矯正教學 ； 閱讀問題 ； 診斷教學 ； reading diagnosis ； remedial instruction ； reading problem ； diagnostic tutoring

大漢學報

22期（2007 / 12 / 01）

55 - 72

英文

本個案研究旨在探討以正式及非正式閱讀診斷測驗工具偵測以英語為外語學生之英語閱讀問題，進而透過診斷教學以幫助學生提昇英文閱讀能力。本研究的診斷測驗工具包括非正式的調查診斷、Standford閱讀診斷測驗、Dolch基本常用字彙測驗和重複閱讀測驗。診斷教學目標包含增強常用字彙、閱讀速度與流暢度、解碼技巧（字的辨識能力）和結合閱讀與寫作過程的能力。經歷三個月的個別指導，受教者在聽力及朗讀兩方面提昇了兩個年級的能力，及在認字方面提昇了一個年級的能力。本文建議閱讀診斷測驗與診斷教學可用於幫助以英語為外語學習者，解決閱讀問題進而提昇其閱讀能力。

The purpose of this study is to use formal and informal diagnosis instruments to explore an EFL student's reading problems, and then apply a tutor's diagnostic instruction to increase his reading ability. The tests in this study consisted of Informal Reading Inventory, the Standford Diagnostic Reading Test, the Dolch Sight Word List Test, and the repeated reading. The objectives of diagnostic tutoring included increasing sight vocabulary, reading rate and fluency, word decoding skills and connecting the process of reading and writing. Through three-month tutoring, the subject improved two grade levels in both oral and listening comprehension and one grade level in word recognition. The present research suggests that diagnostic reading test and diagnostic tutoring can be applied to help EFL students deal with reading problems and increase their reading capability.

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