我國學童閱讀缺陷問題的初步調查及其檢討

A Preliminary Study of Reading Disabilities in the Republic of China

在英美特殊教育的發展過程中,近十年來對學習缺陷(learning disabilities)的一窩蜂趕時髦似的研究與大量論著的出現,跟隨著有關補救教學方案的迅速擴充,被學者視為是一件奇特少見的現象。這種對學習缺陷的狂熱興趣,有人認為只有較此為早的對文化剝奪(cultural deprivation)碧象與補償教育的重視,可以比擬。實際上,「學習缺陷」這一名詞的出現係在一九六三年,當時一些疑似腦傷現象而帶有嚴重閱讀困難的兒童的家長及他們的老師,還有少數關心這一學習問題的專家在芝加哥集會交換意見,邀請特殊教育權威學者柯克(Samuel A. Kirt,曾應邀來我國訪問)蒞會講演,柯克靈機一動,提議用learning disabilities這一較為教育性的名詞來代替當時醫學文獻習見的一些術語,如同dyslexia, perceptual handicaps, minimal brain injury等,稱呼他們大家所關心的兒童(註一)。

I. Introduciton
While the education of learning disabled children becomes the field within special education that has experienced the fastest growth and expansion in the English spoken world during the last decade, most Chinese teaches are still unaware of the existence of such a problem, only a few of them admit that they are troubled with the reading problems of their students.
II. Method
A questionnaire entitled