多重成分識字教學對提升低年級識字困難學童的注音與國字學習成效的教育期望與子女學習表現關係之研究

The Learning Effect of Multiple Phonics and Word-Recognition Teaching Strategy for the Students with Word-Recognition Difficulties

本研究根據國內常見的識字教學策略之優缺點，以中文的形音義構字特性而編製「多重成分識字教學」，涵蓋「注音包裹教學」與「國字包裹教學」，主要特色為：以循序漸進的鷹架方式，將注音與國字教學內容，化難為易，化生為熟，化拙為趣；其教學順序，由易至難，並以學習者生活經驗至識字學習的結合應用。
本研究旨在分析「多重成分識字教學」對提升低年級識字困難學童的注音與國字學習成效；研究參與者為四名識字困難學童。研究分為基線期、處理期與保留期，共18週；處理期係為8週「注音包裹教學」與5週「國字包裹教學」介入。本研究所蒐集資料包括注音學習表現與國字學習表現的評量分數，以效果值與C統計p < .05顯著性進行分析教學介入的成效。
研究結果顯示，經過「多重成分識字教學」介入，四名低年級識字困難學童的注音與國字學習表現，顯著優於教學介入前；撤除介入後，學習成效具有保留效果。整體而言，「多重成分識字教學」，能提升四名低年級識字困難學童的注音與國字學習成效。

This research study was intended to develop the effective learning tasks in phonics spelling and word-recognition for the students with word-recognition difficulties through the scaffolding approach and the multiple-phonics and word-recognition teaching strategy. In addition to following the basic rule of Chinese word structure, the multiple-phonics and word-recognition teaching strategy was characterized by transforming the learning content from difficult to easy, from unknown to familiar, and from boring to interesting materials. Moreover, it was integrated with students’ previous and familiar learning experience in order to promote their participation and learning motivation.
A withdrawal research design aimed to investigate the effect of multiple-phonics and wordrecognition teaching strategy for four second-grade students with word-recognition difficulties. The participants were provided with eight-week wrapping phonics intervention and five-week wrapping word-recognition intervention. All the data collected were analyzed by the percentile, Tryon’s C statistics, p-value and d effect size.
Overall, the multiple-phonics and word-recognition teaching strategy was effective for these participants according to their performance at the baseline stage. In addition, the learning effects were maintained after withdrawing intervention.