轉介前識字教學介入對國小一年級識字困難學童的學習效果

To Investigate Learning Effects of Pre-referral-Word-Recognition Intervention for 1st Graders with Word-Recognition Difficulties

本研究旨於探討轉介前識字介入對三位國小一年級識字困難學童的注音與國字學習效果。採用A-B-A'單一受試研究設計，基線期、處理期與追蹤期；以百分比分析「轉介前識字教學介入」及對三位國小一年級識字困難學童的整體注音與國字學習效果；以C統計與效果值比較與分析各受試者於各階段的注音與國字學習效果是否有顯著的差異。本研究者採用五種研究工具，包括：(1)修訂畢保德圖畫詞彙測驗，(2)兒童認知發展測驗，(3)國小注音符號能力診斷測驗，(4)中文年級認字量表，以及(5)自編「轉介前識字教學介入」，以翰林編輯部(2008)國民小學國語一上(第一冊)調整後的注音與國字教學目標字與字詞，作為主要教學介入及評量項目內容。本研究目的欲改善各受試者於注音與國字的顯著學習困難，及早發現問題、及早介入並改善學習問題。\r研究結果顯示，三位受試者於接受「轉介前識字教學介入」後，皆能提升整體的注音與國字學習效果；經由C統計與臨界值考驗的分析結果，達顯著水準，於處理期與基線期的注音與國字學習效果是不同的。三位受試者的正確學習得分呈現持續提升的趨勢，趨勢改變的效果量，呈現有效的學習反應。經由C統計與臨界值考驗結果分析顯示，皆未達顯著水準，三位受試者於追蹤期與處理期的注音與國字學習效果無不同，介入效果保留。

The purpose of this study was to investigate the learning effects of Pre-referral-Word-Recognition-Intervention (PWRI) for assessing three 1st graders with significant pinyin-spelling and word-recognition difficulties in Chinese. The research design was by A-B-A' single-subject research based on the baseline， PWRI and maintaining phases. All quantitative data were analyzed by the Tryon’s C statistics， effect sizes of d value and f-square (f²).Overall， it was indicated that there were learning effects for all three students with significant pinyin-spelling and word-recognition difficulties in Chinese， they all made slightly good even very good learning effects in PWRI phases when compared with their baseline phases， they were responsive toward PWRI and still maintained learning effects after withdrawing PWRI.